Current Search: Motivation in education (x)
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- Title
- A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
- Creator
- Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
- Subject Headings
- Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
- Format
- Document (PDF)
- Title
- Academic task avoidance and achievement as predictors of peer status during the early primary school years.
- Creator
- Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
- Subject Headings
- Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
- Format
- Document (PDF)
- Title
- Children's perceptions of peer reactions to school-related behaviors and affect.
- Creator
- Garcia, M. Christina, Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Children's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects...
Show moreChildren's (Grades 4-8) perceptions of peer reactions to academic performance, affect, and conduct were examined in relation to achievement outcomes as measured by school grades, achievement test scores, and peer-based behavioral and affect judgments. Both sexes thought same-sex peers were more supportive of academic performance in boys than in girls. The hypothesis that expectations of peer reactions are related to achievement was partially supported, especially for the younger male subjects, whose achievement was systematically related to perceptions about the reactions of the female peer group to other girls. Theoretical and practical implications of the research findings were discussed.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/15211
- Subject Headings
- Academic achievement, Motivation in education, Cognition in children, Self-perception
- Format
- Document (PDF)
- Title
- A comparison of demographics, motivation, and learning strategies of college students taking traditional campus-based courses and Internet-based distance learning courses.
- Creator
- Maupin, Deborah L., Florida Atlantic University, Cafolla, Ray
- Abstract/Description
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The purpose of this study was to examine some the differences between students in traditional face-to-face courses and those in distance learning courses. Differences in teaming strategies, motivation, and demographics were examined. The study used an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies used by college students. The instrument was administered to 111 students at a 4-year, public university in the...
Show moreThe purpose of this study was to examine some the differences between students in traditional face-to-face courses and those in distance learning courses. Differences in teaming strategies, motivation, and demographics were examined. The study used an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) to assess the motivation and learning strategies used by college students. The instrument was administered to 111 students at a 4-year, public university in the southeast region of the United States during the Spring of 2003. The subjects included 64 students enrolled in the traditional campus-based version of Applied Educational Technology and 47 students enrolled in the distance learning version of the same course. The study found significant differences in the demographic characteristics of both groups. Chi-square tests revealed that 6 of the 10 demographic variables (marital status, class level, ethnicity, household income, number of distance learning courses previously taken, and the number of hours per week spent studying for the course) demonstrated statistical significance. Independent samples t tests were used to explore differences in motivation and learning strategies in the two groups. Of the six motivation variables tested (intrinsic goal orientation, task value, control for learning beliefs, self-efficacy, and test anxiety), only two demonstrated statistical significance (p < .01). Distance learning students reported higher levels of intrinsic goal orientation and control for learning beliefs. The study found few differences in the learning strategies reported by the subjects. Of the nine learning strategies tested (rehearsal, help seeking, metacognitive self-regulation, organization, critical thinking, time and study environment, effort regulation, and peer learning), only one demonstrated statistical significance (p <; .01). Students participating in the traditional campus-based course reported higher levels of help seeking behavior than their distance learning peers. A model was developed to predict student choice of distance learning courses using demographic, learning strategies, and motivation variables. Using discriminant analysis, the model correctly classified 75.7% of the cross-validated cases. A second discriminant analysis, using only the variables found to be significant in the t tests and chi-square analysis was also conducted. This model correctly classified 79.3% of the cross-validated groups. As distance learning becomes more prevalent in higher education, it is important to examine the characteristics of students participating in distance education courses. The results of this study indicated that differences existed between the distance learning group and the traditional group. An understanding of those differences may lead to improved design and delivery of distance learning courses.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12064
- Subject Headings
- Distance education, Learning strategies, Motivation in education, Internet in higher education
- Format
- Document (PDF)
- Title
- The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
- Creator
- Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
- Abstract/Description
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This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3356900
- Subject Headings
- Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
- Format
- Document (PDF)
- Title
- The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
- Creator
- Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332255
- Subject Headings
- Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
- Format
- Document (PDF)
- Title
- Effects of learning-style responsive vs. traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies.
- Creator
- Hart, Christina T., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
This researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for...
Show moreThis researcher conducted an investigation concerning the effects of learning-style responsive versus traditional staff development on community college professors' achievement in and attitudes toward alternative instructional strategies. This study involved 84 faculty from three community colleges in Florida. Participants were voluntary and experienced both a learning-style responsive workshop and a traditional workshop through a counter balanced, reversed measures design. Objectives for each workshop focused on one learning-style method, thereby exposing participants to content about learning styles while using learning-style strategies to deliver the material. The average participant was a Caucasian female between the ages of 40-49 years old who taught in the Arts and Sciences. The Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn and Price, 1979, 1980, 1990, 1996) was used as the self-report instrument to identify the participants' learning-styles. The Semantic Differential Scale (SDS) (Pizzo, 1981) was used to assess the participants' attitudes toward the two instructional approaches in contrast with each other. A researcher-developed instrument called The T-Hart Achievement Test (THART) served as a pre- and posttest assessment consisting of multiple-choice questions based on the objectives of the staff development workshop. Each group reported a statistically more positive attitude following the learning-styles experimental workshop regardless of the method used. This finding supported the hypothesis that participants receiving staff development through their learning-style preference evidence significantly higher attitudinal test scores than participants receiving traditional staff development. There was no statistical difference in the knowledge or achievement on treatment concepts and practices learned by participants when the Programmed Learning Sequence (PLS) method was used. There was, however, a statistically significant difference in the achievement of the community college faculty when Learning-Style Small Group Techniques (SGT) were applied. This finding supports the experimental hypothesis that participants receiving learning-style responsive staff development will evidence significantly higher mastery of knowledge of workshop concepts and practices as measured by achievement-test scores than participants receiving traditional staff development. There was also a statistical difference in achievement by age when using the Small Group Techniques (SGT) learning-style method than when using the Programmed Learning Sequence (PLS) strategy.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12186
- Subject Headings
- Motivation in education, Learning, Psychology of, Community colleges--Florida--Administration, Educational psychology
- Format
- Document (PDF)
- Title
- Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
- Creator
- Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186326
- Subject Headings
- Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
- Format
- Document (PDF)
- Title
- An exploration of factors affecting the academic success of students in a college quantitative business course.
- Creator
- Davis, Mary M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was...
Show moreThe American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999)., The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/331845
- Subject Headings
- Academic achievement, Psychological aspects, Learning, Psychology of, Motivation in education, Achievement motivation in education, School improvement programs
- Format
- Document (PDF)
- Title
- Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
- Creator
- Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186300
- Subject Headings
- College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
- Format
- Document (PDF)
- Title
- Factors that relate to the persistence of first-generation undergraduate students in a public university.
- Creator
- Thachil, Shoba Anne, Zainuddin, Hanizah, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors....
Show moreThis study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors. There was no statistically significant difference in persistence between continuing-generation and first-generation students. None of the factors, with the exception of performance goals on CARES A, were found to relate to persistence. Significant positive correlations were found between persistence and residential status, a learning strategies course, gender, high school GPA, and first semester in college GPA. The learning communities program was not found to significantly relate to persistence. The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and continuing-generation, except for performance goals on CARES I and self-efficacy on CARES A. Findings from the interviews indicated that self-efficacy was highly important to graduation. The students had clear academic and professional, learning, monetary, and social outcome expectations. Student performance goals varied in amount of time, use of learning strategies, and organizational tools. Of the organizational variables, academic and social integration positively impacted persistence. However, the participants wished to have had higher grades as freshmen, found the STEM courses tough, had no informal interaction with administrators or professors, and did not use office hours enough. Students spoke positively of institutional programs, clubs, services, and organizations such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators and professors expressed a need for more information and responsiveness to persistence factors. Persistence was not impeded by family, friends, or work, whereas financial issues were prevalent. Although demographic variables did not negatively impact persistence, exo and macrosystem factors beyond the doors of the university emerged. Recommendations and options are provided for further research and for the university to improve persistence.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004065
- Subject Headings
- Achievement in education, Children of immigrants -- Education -- United States, First generation college students -- United States, Motivation in education, School improvement programs
- Format
- Document (PDF)
- Title
- Family, obligation, and educational outcomes: unraveling the paradox of high aspirations and low academic achievement among the children of Haitian immigrants.
- Creator
- Nicholas, Tekla., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
- Abstract/Description
-
The desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the...
Show moreThe desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the academic achievement of many Haitian American students. Some students who expected that passing grades would lead to college are unable to pass the FCAT exam required to earn a high school diploma. Surprisingly, the highest levels of academic achievement were attained by the students with the poorest and least educated parents. They displayed extraordinary motivation attributed to a strong sense of familial obligation.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/77648
- Subject Headings
- Minorities, Education, Haitian Americans, Education, Children of immigrants, Education, Motivation in education
- Format
- Document (PDF)
- Title
- Friend influence on achievement during middle childhood.
- Creator
- DeLay, Dawn, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The...
Show moreThis study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The Actor-Partner Interdependence Model (APIM; Kenny, Kashy & Cook, 2006) was used with a single sample of participants to estimate friend influence on academic achievement and task avoidance between two types of friendship dyads: (1) dyads that were distinguishable as a function of relative math achievement and relative peer acceptance and (2) dyads that were indistinguishable as a function of relative math achievement and relative peer acceptance. The results demonstrate that when friends are distinguished by math achievement the high achiever influences the low achiever’s math achievement, but not the reverse. When friends are distinguishable by peer acceptance the high accepted partner influences the low accepted partner’s math achievement, but not the reverse. When friends are indistinguishable on the basis of math achievement and peer acceptance there is mutual influence on math achievement. There was no evidence of friend influence on task avoidance. There was no evidence of friend influence from an individual’s own task avoidance predicting changes in friend math achievement, except among dyads that could not be distinguished on the basis of math achievement. Math achievement predicted within-individual changes in task avoidance for all friendship dyads, except those that could not be distinguished by relative math achievement. The findings suggest that friends influence math achievement during middle childhood. Furthermore, when friends are distinguished, relative math achievement and peer acceptance determines who is influencing whom within a friendship dyad. The use of the APIM for distinguishable and indistinguishable dyads on a single sample of participants illustrates that it is not sufficient to ignore differentiating features between friends, or to discard friendships that are more similar. Implications for teaching strategies and classroom interventions are discussed.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004015
- Subject Headings
- Achievement in education, Achievement motivation in adolescence, Achievement motivation in children, Motivation in education, Peer motivation in adolescence, Peer motivation in children
- Format
- Document (PDF)
- Title
- Instructional Leadership In High Schools: The Effects of Principals, Assistant Principals, and Department Heads on Student Achievement.
- Creator
- Todd, Tara Lynn, Bogotch, Ira, Florida Atlantic University
- Abstract/Description
-
The purpose of the study was to examine the influence of instructional leadership on student achievement through the instructional leadership of principals, assistant principals and math department heads at the high school level. The Principal Instructional Management Rating Scale was used to quantify instructional leadership in ten different job functions. The research questions were as follows: 1. Can the instructional leadership of principals, assistant principals, and math department...
Show moreThe purpose of the study was to examine the influence of instructional leadership on student achievement through the instructional leadership of principals, assistant principals and math department heads at the high school level. The Principal Instructional Management Rating Scale was used to quantify instructional leadership in ten different job functions. The research questions were as follows: 1. Can the instructional leadership of principals, assistant principals, and math department heads be described at the high school level? 2. Whose instructional leadership has the greatest relationship to student achievement, principals, assistant principals, or math department heads? 3. Does team alignment in instructional leadership matter to student achievement? 4. Does socioeconomic status moderate the relationship between the job function and student achievement? Instructional leadership questionnaires were distributed to the principal, the assistant principal in charge of curriculum, and the math department head in all public high schools in five of the seven largest counties in Florida. The unit of study was the instructional leadership role linkage between the principal, the assistant principal, and the department head as it related to student achievement. The study found that (a) principals exhibit instructional leadership behaviors at a higher frequency than assistant principals and math department heads, (b) instructional leadership team alignment does not correlate to math achievement, and (c) principals' and assistant principals' behaviors correlate to math achievement, but math department heads do not. The study also found that student achievement is moderated by socioeconomic status. These findings suggest that the administrative setup in schools should be examined. The alignment of instructional leadership behaviors did not significantly correlate with student achievement; however, the correlation was positive in eight of the ten job functions. Differentiation of roles may be the key to understanding why alignment and achievement are positively correlated. Mixed method studies may also need to be used in future research, as this study contradicted other studies in the area of the department head's influence. Finally, the role of the department head should be studied in depth. This role may be the critical, yet indirect link to student achievement.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000715
- Subject Headings
- Motivation in education, Educational leadership, High school department heads--United States, School principals--United States
- Format
- Document (PDF)
- Title
- THE MOTIVATIONAL SELF-REPORTS OF ACADEMICALLY UNDERPREPARED COMMUNITY JUNIOR COLLEGE STUDENTS.
- Creator
- RIGTERINK, JAMES MACK, Florida Atlantic University
- Abstract/Description
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The problem of this study was fourfold: (1) Since it is generally concluded that underprepared students have had an unsatisfactory prior school experience, why do many continue their education in the community junior college? (2) Do underprepared students enroll in the community junior college to gain job skills related to employment opportunities or job satisfaction? (3) Is there any difference between the aspirations of the underprepared student and the evaluations of the teachers...
Show moreThe problem of this study was fourfold: (1) Since it is generally concluded that underprepared students have had an unsatisfactory prior school experience, why do many continue their education in the community junior college? (2) Do underprepared students enroll in the community junior college to gain job skills related to employment opportunities or job satisfaction? (3) Is there any difference between the aspirations of the underprepared student and the evaluations of the teachers-counselors and counselors in the community colleges' programs designed for underprepared students? (4) Is there any difference between the aspirations of underprepared community college students and the evaluations of their motivations by selected secondary guidance counselors? The findings were: (1) The students' previous experiences in education were reported as very satisfactory. Their reports of previous schooling were pleasant, they reported that their previous teachers liked and understood them, and they reported they could be highly superior or above average students. (2) The students planned to learn things that would be useful in their future work; and they planned to prepare themselves for an employment goal which pays well and that they would enjoy doing. (3) The students reported less motivation for achieving career education goals than the college teachers-counselors estimated. (4) The students reported less motivation for acquiring career education goals than the secondary level guidance counselors estimated they would.
Show less - Date Issued
- 1975
- PURL
- http://purl.flvc.org/fcla/dt/11653
- Subject Headings
- Motivation in education, College students--Florida
- Format
- Document (PDF)
- Title
- Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program.
- Creator
- Ray, Kenneth Jr., Pisapia, John, Florida Atlantic University
- Abstract/Description
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The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey...
Show moreThe purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000689
- Subject Headings
- Motivation in education, Community colleges--United States--Evaluation, Learning, Psychology of, Education, Higher--Social aspects--Evaluation
- Format
- Document (PDF)
- Title
- The relationship between leadership styles of directors of accredited higher education respiratory care programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
- Creator
- Weissman, Nancy L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ)....
Show moreThe purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/186324
- Subject Headings
- Educational leadership, Evaluation, College teaching, Evaluation, Organizational behavior, Medical care, Motivation in education
- Format
- Document (PDF)
- Title
- Reliability and validation study of the online instinctual variant questionnaire.
- Creator
- Andre, Sherry, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Leaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one...
Show moreLeaders often manage both chaos and diversity. We can improve our leadership effectiveness by better understanding our motives and behaviors, and those of our followers. A potential tool for leadership development is the Instinctual Variant Questionnaire (IVQ). Based on Enneagram theory (pronounced “ANY-a-gram”), this online instrument is designed to assist users in identifying how three behavioral drives, or variants, may be helping or hindering their dispositions. Each reside in us, but one typically dominates, one supports, and one tends to impede our behaviors and motives. Through an understanding of one’s variants and order of preference, it is possible to increase self-awareness of our motives and behaviors. While the IVQ proposes to measure one’s preferred order of variants, no formal test of reliability and/or validity was found published prior to this study. The purpose of this study was to test the reliability and criterion-related validity of the IVQ. Reliability was tested using Cronbach’s alpha.Results indicated alpha values between .82 and .85 for the three variants measured,suggesting internal reliability.Validity was tested using data collected from a 120-person sample. The instrument’s results were compared to self-reported primary variant types obtained from those who had a high confidence level in accurately identifying their most dominant type. The IVQ was found to be a strong predictor of the three self-reported variant types. Three binary logistic regression models were run. Omnibus tests were significant for all three models at the p < .001 level (self-preservation chi-square statistic = 82.57, social chi-square statistic = 56.47, and sexual chi-square statistic = 51.77). A multinomial regression model, using self-reported dominant types as the dependent variable and IVQ scores as the independent variable, confirmed predictability of the IVQ. When z-scores were obtained based on the classification hit-rates from all four independent models, classification accuracy was found to be a significant improvement over guessing. Further analysis also suggested age, gender, marital status, education level, or number of years spent studying the Enneagram do not factor into IVQ results. Support for the IVQ to beused as a tool by leaders to better understand themselves and their followers is presented.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004075, http://purl.flvc.org/fau/fd/FA00004075
- Subject Headings
- Communication in education, Educational leadership, Enneagram, Motivation in education, Performance, Personality development
- Format
- Document (PDF)
- Title
- Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School.
- Creator
- McDonald, Jack, Morris, John D., Weppner, Daniel B., Florida Atlantic University
- Abstract/Description
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For 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a...
Show moreFor 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a finding that is at odds with much of the current literature, as is also the finding that females outperform males in science achievement. These anomalies, along with the implications of differences in science achievement based on sex and race, are discussed.
Show less - Date Issued
- 1991
- PURL
- http://purl.flvc.org/fau/fd/FA00000677
- Subject Headings
- Science--Study and teaching (Secondary), Academic achievement--Evaluation, High school students--United States, Motivation in education
- Format
- Document (PDF)
- Title
- Socio-Cultural Leadership: An Innovative Model For School Leadership.
- Creator
- Blackburn, Desmond K., Bogotch, Ira, Florida Atlantic University
- Abstract/Description
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The conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the...
Show moreThe conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the items of the survey instrument divide into the four domains as described? 2. What is the relationship, collectively and independently, between SocioCultural Leadership and student achievement in high-poverty schools? 3. Is the frequency in observed principal behaviors different between lowperforming and high-performing schools? Therefore, the purpose of this study was to, via exploratory factor analysis; verify that these four factors existed as described and to, via regression analysis, find the direct relationship between the resulting factors and student achievement in high poverty schools. High poverty schools were defined as schools where 50 percent ( 40 percent for high schools) or more of the student population participated the federally funded Free and/or Reduced Price Lunch Program. This study also sought to differentiate these findings according to the performance levels of the schools sampled. The pilot study, the descriptive statistics, the principal components analysis, and the measures of internal consistency, all provided the researcher with empirical evidence to establish the reliability and validity of specific SCLQ items along with the significance of the resulting factors. Two of the five SCLQ subscales that resulted from the factor analysis, OP (outreach to parents) and MIPD (management of instructional process detractors), positively correlated with student achievement in the total sample (n = 903). There is a less than 5 percent chance that these findings were due to a Type I sampling error. Finally, principals in high-performing schools exhibited behaviors indicated by subscales OP (outreach to parents) and MIPD (management of instructional process detractors) significantly more than principals in low-performing schools.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000650
- Subject Headings
- Academic achievement--Cross-cultural studies, Minority students--Social conditions, Motivation in education
- Format
- Document (PDF)
