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Title: THE EFFECT OF THE SATISFACTION OF LEARNING STYLE PREFERENCE ON ACHIEVEMENT, ATTRITION, AND ATTITUDE OF PALM BEACH JUNIOR COLLEGE STUDENTS (FLORIDA).
Creator: ADAMS, JOHN FRANKLIN., Florida Atlantic University
Abstract/Description: In recent years, most literature has contrasted self-directed and conventional methods of learning. Although some research has indicated parity between the two groups in achievement, other results have shown self-directed learners have scored better and had less attrition than conventional learners. Several researchers support the viewpoint that matching academic self-concept with learning styles is related to achievement. This study determined the effects of matching learning styles of...
Show moreIn recent years, most literature has contrasted self-directed and conventional methods of learning. Although some research has indicated parity between the two groups in achievement, other results have shown self-directed learners have scored better and had less attrition than conventional learners. Several researchers support the viewpoint that matching academic self-concept with learning styles is related to achievement. This study determined the effects of matching learning styles of community college students with their instructors' teaching styles. At Palm Beach Junior College (fall, 1980), 604 students in three general curriculum areas were administered the Canfield Learning Styles Inventory. Their instructors were given the Instructional Styles Inventory. Results of the inventories' administration were used to divide the students/teachers into four groups: independent self-paced, independent teacher-paced, lecture, and lecture-laboratory. Match or mismatch of students' LSI profiles with their instructors' ISI profiles indicated whether learning approach was satisfied or not. Educational and statistical comparisons were made between the satisfied and the non-satisfied learners to determine differences in achievement and attrition among these subgroups. Students' expectations of achievement were correlated with their college grade point averages. Within academic areas correlational differences were significant only for two satisfied groups: independent teacher-paced science learners and lecture-laboratory English-reading learners. For all disciplines combined results favored the non-satisfied subgroups in independent teacher-paced and lecture, one exception favoring the satisfied lecture-laboratory learners. Satisfaction of learning experience had a more favorable educational rather than statistical effect: better grade percentages for satisfied students than those for non-satisfied students--two to one, fewer low grades and much less attrition. Results support the worth of using the LSI to match students with teachers for greater effectiveness.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11826
Subject Headings: College students--Attitudes
Format: Document (PDF)

Title: Comparisons of education majors' perception of aging.
Creator: Marvin, Sara., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this study was to determine whether or not differences exist between perceptions regarding aging and the realities of aging between graduate and undergraduate education students within the College of Education at Florida Atlantic University. Data was gathered from 143 undergraduate and graduate students who were enrolled in various majors in the College of Education, on the Boca Raton and Davie campuses during the Spring 2002 semester. The Aging, Learning and Work Quiz ...
Show moreThe purpose of this study was to determine whether or not differences exist between perceptions regarding aging and the realities of aging between graduate and undergraduate education students within the College of Education at Florida Atlantic University. Data was gathered from 143 undergraduate and graduate students who were enrolled in various majors in the College of Education, on the Boca Raton and Davie campuses during the Spring 2002 semester. The Aging, Learning and Work Quiz (Galbraith and Venable, 1985), was the inventory that was utilized. It has six subscales: Biology, Psychology, Learning, Decision-Making, Work Performance and Health. Six hypotheses were tested that there was no significant difference between the dependent variables of Biology (Ho1), Psychology (Ho2), Learning (Ho3), Decision-Making (Ho4), Work Performance (Ho5), Health (Ho6) and one or more of the independent variables of Educational Level, Degree type, Gender, Age and Ethnicity. The seventh hypothesis tested was that there is no difference in the perception of aging between pre-baccalaureate individuals and post-baccalaureate individuals (Ho7) with regard to each of the dependent variables. The statistically significant results of the study were: (a) Biology (Ho1), there was a difference found between ethnic groups of White and Other (p < .045), with White's being more accurate in their perception of the biology aspects of aging, (b) Learning (Ho3), a gender difference was found (p < .003), with males being more accurate in their perception of an individual's ability to learn, retain information and accumulate knowledge, (c) Decision-Making (Ho4), a difference was found between Educational Psychology majors and Reading Education majors (p < .012), with Reading Education majors being more accurate in their perception of how aging affects decision-making ability, (d) Work Performance (Ho5), there differences found between Reading Education majors and Educational Psychology majors (p < .001), with Reading Education majors being more accurate in their perception of work. Differences were also found between majors of Other and Educational Psychology (p < .014), with Other being more accurate in their perceptions of Work, and (e) (Ho 7) there was a difference found between pre-baccalaureate and post-baccalaureate participants for the variable of psychology at the (p < .05), with post-baccalaureate participants scoring higher.
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Date Issued: 2003
PURL: http://purl.flvc.org/fau/fd/FADT12027
Subject Headings: Ageism, College students--Attitudes, Graduate students--Attitudes, Aging--Psychological aspects
Format: Document (PDF)

Title: OPINIONS OF CONSUMERS TOWARD SELECTED ASPECTS OF THE EDUCATIONAL EXPERIENCE AT MIAMI-DADE COMMUNITY COLLEGE, DADE COUNTY, FLORIDA (COUNSELING, ADVISEMENT, ATTITUDES).
Creator: LARKINS, MARGARET W., Florida Atlantic University
Abstract/Description: The Problem. This study was designed to determine whether significant differences existed between traditional students (TRS) and nontraditional students (NTRS) in their opinions toward Student Development as an aspect of their educational experience at Miami-Dade Community College's North campus. Both the TRS and NTRS were 132 students who were in attendance at Miami-Dade Community College, North campus during the 1984-85 academic spring term. Summary. Traditional students were those who...
Show moreThe Problem. This study was designed to determine whether significant differences existed between traditional students (TRS) and nontraditional students (NTRS) in their opinions toward Student Development as an aspect of their educational experience at Miami-Dade Community College's North campus. Both the TRS and NTRS were 132 students who were in attendance at Miami-Dade Community College, North campus during the 1984-85 academic spring term. Summary. Traditional students were those who entered the community college directly from high school and/or were under twenty-three years old. The nontraditional group included those students over the age of twenty-three or who met any three of the following criteria: nonwhite, enrolled part-time; disabled; English was second language; or only attended class at night or on weekend. For this study, the term Student Development, consisted of three specific areas: Academic Advisement, Counseling, and Financial Aid. The opinions of the TRS and NTRS groups were studied in terms of these three selected aspects of student Development. Procedure. Chi-square procedures were utilized to assess whether the opinions of TRS and NTRS differed significantly on each of the items pertaining to each of the sections of the questionnaire. Academic Advisement, the first section encompassed Academic Alert (AA), Advisement Graduation and Information System (AGIS), and Standards of Academic Progress (SOAP). The other two areas of concern were Counseling and Financial Aid. Six questionnaire items were included in each of the five sections. It was not deemed good statistical methodology to regard the thirty Chi-square tests that were computed, as thirty independent tests of null hypotheses. However, the Chi-square tests conducted at the item level provided a basis for forming conclusions about each area. Given that two or more items within a section were significant, interpretations of the individual item results were warranted. The five null hypotheses were not statistically significant and therefore were rejected. Conclusions. (1) An orientation course encompassing all aspects of Student Development should be a part of the educational experience of all students who enroll at M-DCC, North campus; (2) The selection of orientation instructors should be based on criteria such as interest in students, knowledge of Student Development, teaching ability, and rapport with students; (3) TRS and NTRS possessed favorable opinions toward selected aspects of Student Development; (4) TRS status nor NTRS status was a significant predictor of participants' opinions toward Student Development as an important aspect of their educational experience.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11869
Subject Headings: College students--Florida--Miami-Dade County--Attitudes
Format: Document (PDF)

Title: The development, implementation, and evaluation of a Strategic Prejudice Reduction Framework and its effect on dogmatism levels of college students.
Creator: Allgood, Ilene, Florida Atlantic University, Diaz, Carlos F., Pisapia, John
Abstract/Description: Dogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational...
Show moreDogmatism is an uncritical, rigid way of thinking that correlates strongly with prejudice. Prejudice is an attitude, usually unfavorable, toward individuals or groups, arrived at through an uncritical thought process and a disregard of the facts. Dogmatism, because of its connection with prejudice, vitiates students' chances for learning. Dogmatism in teachers creates an inequitable distribution of education to the extent that marginalized minority students are shortchanged educational opportunities. The nature of dogmatism and its impact on education is covered in the literature. Moreover, pedagogical and andragogical strategies which utilize the cognitive and affective domains to heighten critical thinking ability and empathy for others are also addressed in the literature. A Strategic Prejudice-Reduction Framework, the Dogmatism Diminution Model (DDM), was developed, implemented, and evaluated in a university setting. The DDM is not designed to be a discrete course; rather it is meant to be infused within a multicultural education class. The key features of the DDM are its domains, the Cognitive, Reflective, Emotive, and Active through which the course content is relayed. The Cognitive and Emotive domains of the DDM correspond to the cognitive and affective literature, the Reflective domain corresponds to the literature on critical thinking, but the Active domain of the DDM is not associated with the behavioral domain of the literature. Instead it is related to the research on service learning. Three hypotheses were tested. Two dealt with the DDM and the third with a demographic correlate of dogmatism. In order to determine the effectiveness of the DDM, Milton Rokeach's (1960) Dogmatism Scale was administered in a pretest/posttest design. The data were submitted to an ANCOVA and subsequently to a post hoc Scheffe test to determine between which pairs of groups differences in means occurred. ANCOVA was used to compensate for the effect that the pretest might have on the results of the posttest. The comparison of means among the four groups identified a significant reduction in the level of dogmatism at the alpha = .05 level between the DDM group and the Control group as well as one of the other two experimental groups. However, in a paired-score comparison of the treatment group itself, no significance was found with the sample of 31 subjects. This could be attributed to a lack of power in the sample size. Finally, a Pearson Product Moment Correlation of .154 was significant at the 95% confidence level between the variables of dogmatism and degree of religiosity.
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Date Issued: 1998
PURL: http://purl.flvc.org/fcla/dt/12583
Subject Headings: Dogmatism, College students--Attitudes, Multicultural education, Prejudices, Teacher-student relationships
Format: Document (PDF)

Title: Pluralistic ignorance and explicit attitudes on academic cheating in college students and faculty.
Creator: Hubertz, Martha J., Bjorklund, David F., Monson, Thomas C., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Academic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more...
Show moreAcademic integrity essentially centers on an individual’s ethical attitudes and behaviors as well as injunctive norms, or norms that dictate what is socially accepted and lauded. One key influence may be pluralistic ignorance; here arguments for cheating posit that students cheat because they perceive that others are “doing it” to a greater extent than is actually true and thus what they are doing is minimized in relation to others. Research indicates that students perceive cheating as more widespread than it actually is (Hard, Conway, & Moran, 2006). A considerable gap in the research is noted when looking at definitions of what constitutes academic fraud, research has indicated that when students are asked if they have cheated and then given a definition of cheating, their self-reports of cheating increase (Burrus et al., 2007). This indicates that students’ definition of cheating and a universities’ definition of cheating may be incongruent. Participants were 507 members of the Florida Atlantic University community during the 2012-2013 academic year who completed a survey that consisted of items, which centered on self-reported cheating, perceptions of what cheating constitutes, and estimates of cheating prevalence. Results indicate that students reported peer cheating to be higher then self reported cheating, that participants distinguished between five different forms of cheating, and that faculty and students hold differing definitions of cheating. The findings suggest a disconnect between faculty perceptions and definitions of academic integrity and students. This would suggest that greater efforts should to be taken to bring a more uniform operational definition of what constitutes academic dishonesty that universities, faculty, and students can rely on. Second, as a pluralist model of cheating was supported, universities could develop campaigns like those aimed at reducing drinking, hooking up, and increasing women in STEM fields (Lambert, Kahn & Apple, 2003; Mattern & Neighbors, 2004; Muldoon, 2002; Schroder & Prentice, 1998). Research has suggested social norm campaigns targeting pluralistic ignorance can be effective on college campuses. In educating students about what actually happens and the discrepancy between reality and perception, cases of academic dishonesty could be reduced.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004381
Subject Headings: Cheating (Education), College discipline, College students -- Attitudes, College students -- Conduct of life, Personality assessment, Plagarism, Professional ethics, Social ethics
Format: Document (PDF)

Title: The relationship among commuting, dietary, and exercise behaviors in college students.
Creator: Goodwin, Priscilla N., Florida Atlantic University, Whitehurst, Michael
Abstract/Description: Objective. This study examined the association between commuting time and/or distance and body mass index (BMI), and dietary and exercise behaviors in college students. Methods. Behaviors were assessed using self-report, dietary screeners, and an exercise questionnaire in 400 college students ages 18--35 taking classes on a commuter campus. BMI was determined through measurement of height and weight. Results. Pearson correlations revealed no relationship between commuting time and/or distance...
Show moreObjective. This study examined the association between commuting time and/or distance and body mass index (BMI), and dietary and exercise behaviors in college students. Methods. Behaviors were assessed using self-report, dietary screeners, and an exercise questionnaire in 400 college students ages 18--35 taking classes on a commuter campus. BMI was determined through measurement of height and weight. Results. Pearson correlations revealed no relationship between commuting time and/or distance and BMI, and dietary and exercise behaviors. However, total meals eaten out the week prior and number of meals obtained from any away-from-home food vendors was related to total, saturated, and percent fat in the diet, as well as cholesterol. Conclusion. Commuting distance nor time were related to BMI, dietary or exercise behaviors. Regardless of commuting behaviors, better dietary behaviors should be recommended among college students.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13265
Subject Headings: Commuting college students--Health and hygiene, College students--Attitudes, Health behavior, College students--Recreation, Exercise--Psychological aspects, College students--Anthropometry
Format: Document (PDF)

Title: A STUDY OF PALM BEACH JUNIOR COLLEGE AND BROWARD COMMUNITY COLLEGE STUDENT ATTITUDES TOWARD CERTAIN BUSINESS CONCEPTS ESSENTIAL TO A FREE ENTERPRISE ECONOMY.
Creator: WILLIAMS, MILDRED H., Florida Atlantic University, Laird, Dorothy S.
Abstract/Description: The purposes of this research were to: 1. Measure community college students' attitudes toward fifteen business concepts: international trade, supply and demand, government regulation, marketing, consumerism, credit, labor unions, management, capital, corporations, profits, social responsibility, stock markets, technology, and business ethics. 2. Identify implications from these attitudes which pertain to curriculum planning for the community college. The hypotheses tested were that there is...
Show moreThe purposes of this research were to: 1. Measure community college students' attitudes toward fifteen business concepts: international trade, supply and demand, government regulation, marketing, consumerism, credit, labor unions, management, capital, corporations, profits, social responsibility, stock markets, technology, and business ethics. 2. Identify implications from these attitudes which pertain to curriculum planning for the community college. The hypotheses tested were that there is no significant difference in the mean ratings, as measured by a semantic differential, toward the fifteen business concepts between: 1. Students who have had business courses and those who have had none. 2. Business and nonbusiness majors. 3. Male and Female students. 4. Students 21 and under and those over 21. 5. Students with business work experience and those with nonbusiness work experience. 6. Associate Arts degree business majors and Associate Science business majors. The fifteen concepts to be evaluated were selected after an extensive study of periodicals for the two-year period ending September 30, 1973. A semantic differential instrument was constructed as prescribed by Osgood, Suci, and Tannenbaum in The Measurement of Meaning. The six pairs of bipolar adjectives used were unfair-fair, bad-good, dirty-clean, unpleasant-pleasant, awful-nice, and dishonest-honest. The survey was administered to a random sample of 386 students enrolled in freshman communications classes at Broward Community College and Palm Beach Junior College during the fall term of 1973. A two-way analysis of variance was computed for each classification variable. Overall group means were positive for all concepts by all classification variables except the undecided college major group. Students with the most business courses and students majoring in business had the most positive attitudes. Significant F ratios resulted in the rejection of the null hypothesis for classification variables 1 and 2 and acceptance of the null hypothesis for the other variables. Although the null hypothesis was accepted for classification variables 3 and 4, there were significant interactions between groups and concepts for these groups. Government regulation, labor unions, corporations, and business ethics received negative ratings from almost all groups. Conclusions. Students who had completed business courses had more positive attitudes toward the fifteen concepts than those who had not taken any business courses. Students majoring in business had attitudes more positive than nonbusiness majors. Males and females were differentiative toward supply and demand, consumerism, labor unions, capital, corporations, profits, stock markets, technology, and business ethics. Age influenced attitudes toward international trade, supply and demand, government regulation, credit, labor unions, management, social responsibility, and business ethics. Type of employment and type of business degree sought did not influence attitudes significantly. Recommendations. A general education course based on economic principles as applied to the individual's role as a citizen, consumer, employee, and entrepreneur should be designed for nonbusiness majors. The general goal of this course should be to develop understanding of how the free enterprise system functions and the relationship of economic principles to problems confronting the American people, both individually and collectively. A consumer education course for all secondary school students should include a study of the free enterprise system and be taught by an instructor who has completed at least six semester hours in economics. The attitudes of secondary school students toward business concepts should be measured at two-year intervals for a period of ten years to see if the career education program influences attitudes in a positive direction.
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Date Issued: 1974
PURL: http://purl.flvc.org/fcla/dt/11640
Subject Headings: Business education, Economics--Study and teaching, College students--Florida--Attitudes
Format: Document (PDF)

Title: THE EFFECTS OF CATHOLIC EDUCATION ON ATTITUDES, TOWARD SELECTED ISSUES, WITH IMPLICATIONS FOR THE LAY LEADER IN THE CATHOLIC SCHOOLS.
Creator: PETRO, JOSEPH PETER., Florida Atlantic University
Abstract/Description: The purpose of this study was to determine the impact of pre-college Catholic education on selected undergraduates in three institutions of higher learning in Dade County, Florida, in three areas of concern: (1) community involvement, (2) support for Catholic schools, and (3) the level of social consciousness, with implications for the lay leader in the Catholic school system. A questionnaire was modified and delivered to three colleges in Dade County, Florida, to be distributed to a sampling...
Show moreThe purpose of this study was to determine the impact of pre-college Catholic education on selected undergraduates in three institutions of higher learning in Dade County, Florida, in three areas of concern: (1) community involvement, (2) support for Catholic schools, and (3) the level of social consciousness, with implications for the lay leader in the Catholic school system. A questionnaire was modified and delivered to three colleges in Dade County, Florida, to be distributed to a sampling of the freshman and sophomore classes. Through the use of standard follow-up procedures, a return of 66% was achieved. A base line, descriptive analysis of the data was conducted. The data did not show a large degree of difference in the perceived impact of those students who attended only Catholic schools as opposed to those who attended only non-Catholic schools or those who attended both kinds of schools. Differences were observed in items dealing with tuition tax credit, support for lay teachers, Catholics and organizational membership, teachers in Catholic schools and the right to strike, support for an archdiocesan school board, financial and moral support for the Catholic school system, and the need for federal support for teacher salaries and new buildings.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11817
Subject Headings: Catholic Church--Education--United States, Catholic schools--United States, College students--Florida--Miami-Dade County--Attitudes, Catholic college students--Florida--Miami-Dade County--Attitudes
Format: Document (PDF)

Title: Perceived job satisfaction of resident assistants in student housing at three Florida public universities.
Creator: Ovathanasin, Teeranai, Floyd, Deborah L., Morris, John D., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences...
Show moreThe purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey’s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing Company.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004458, http://purl.flvc.org/fau/fd/FA00004458
Subject Headings: College students -- Florida -- Housing, Residence counselors -- Florida -- Job satisfaction, Resident assistants (Dormitories) -- Florida -- Attitudes, Resident assistants (Dormitories) -- Florida -- Job satisfaction, Universities and colleges -- Florida -- Professional staff -- Job satisfaction
Format: Document (PDF)

College students--Attitudes (4)	+ -
College students--Florida--Miami-Dade County--Attitudes (2)	+ -
Ageism (1)	+ -
Aging--Psychological aspects (1)	+ -
Business education (1)	+ -

Catholic Church--Education--United States (1)	+ -
Catholic college students--Florida--Miami-Dade County--Attitudes (1)	+ -
Catholic schools--United States (1)	+ -
Cheating (Education) (1)	+ -
College discipline (1)	+ -
College students -- Attitudes (1)	+ -
College students -- Conduct of life (1)	+ -
College students--Anthropometry (1)	+ -
College students--Florida--Attitudes (1)	+ -
College students--Recreation (1)	+ -
College students -- Florida -- Housing (1)	+ -
Commuting college students--Health and hygiene (1)	+ -
Dogmatism (1)	+ -
Economics--Study and teaching (1)	+ -
Exercise--Psychological aspects (1)	+ -
Graduate students--Attitudes (1)	+ -
Health behavior (1)	+ -
Multicultural education (1)	+ -
Personality assessment (1)	+ -
Plagarism (1)	+ -
Prejudices (1)	+ -
Professional ethics (1)	+ -
Residence counselors -- Florida -- Job satisfaction (1)	+ -
Resident assistants (Dormitories) -- Florida -- Attitudes (1)	+ -
Resident assistants (Dormitories) -- Florida -- Job satisfaction (1)	+ -

Florida Atlantic University (9)	+ -
ADAMS, JOHN FRANKLIN. (1)	+ -
Allgood, Ilene (1)	+ -
Bjorklund, David F. (1)	+ -
Bryan, Valerie (1)	+ -

Charles E. Schmidt College of Science (1)	+ -
College of Education (1)	+ -
Department of Educational Leadership and Research Methodology (1)	+ -
Department of Psychology (1)	+ -
Diaz, Carlos F. (1)	+ -
Floyd, Deborah L. (1)	+ -
Goodwin, Priscilla N. (1)	+ -
Hubertz, Martha J. (1)	+ -
LARKINS, MARGARET W. (1)	+ -
Laird, Dorothy S. (1)	+ -
Marvin, Sara. (1)	+ -
Monson, Thomas C. (1)	+ -
Morris, John D. (1)	+ -
Ovathanasin, Teeranai (1)	+ -
PETRO, JOSEPH PETER. (1)	+ -
Pisapia, John (1)	+ -
WILLIAMS, MILDRED H. (1)	+ -
Whitehurst, Michael (1)	+ -

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