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- Title
- Reducing Inattentive Responding by Promoting Autonomous Motivation.
- Creator
- Haas, Justin, Maniaci, Michael, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
In some cases, as much as 9% of participants in self-report studies are extremely inattentive (Maniaci & Rogge, 2014). Previous researchers have dealt with this problem by removing inattentive participants from data analyses. A better solution would be to prevent inattentive responding. Self-Determination Theory may provide an effective approach to reducing inattentive responding, specifically by attempting to promote autonomous motivation in research participants. Providing participants with...
Show moreIn some cases, as much as 9% of participants in self-report studies are extremely inattentive (Maniaci & Rogge, 2014). Previous researchers have dealt with this problem by removing inattentive participants from data analyses. A better solution would be to prevent inattentive responding. Self-Determination Theory may provide an effective approach to reducing inattentive responding, specifically by attempting to promote autonomous motivation in research participants. Providing participants with personalized feedback may increase participants’ autonomous motivation, which in turn may lead to more attentive responding. Study 1 showed that participants who are interested in feedback are more attentive throughout an online survey than participants who are not interested in feedback. The next goal was to show through experimental manipulation that emphasizing the opportunity to receive personalized feedback would decrease levels of inattentive responding and increase autonomous motivation. No significant difference occurred between groups in levels of inattention, nor in autonomous motivation.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013065
- Subject Headings
- Attention., Self-report inventories., Validity.
- Format
- Document (PDF)
- Title
- INVESTIGATING THE CURRENT STATE OF SOCIAL VALIDITY IN SCHOLARLY JOURNALS PUBLISHED BY THE COUNCIL FOR EXCEPTIONAL CHILDREN.
- Creator
- McLaughlin, Elena A., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
- Abstract/Description
-
Social validity of interventions is often conceptualized as a triad of the social significance of goals, the acceptability of procedures, and the importance of intervention outcomes (Wolf, 1978). Social validity measurement is considered an essential part of quality single-case design studies. Yet, the practice has been inconsistently reflected in behavioral and educational journals. The purpose of this dissertation was to investigate the state of social validity in scholarly journals,...
Show moreSocial validity of interventions is often conceptualized as a triad of the social significance of goals, the acceptability of procedures, and the importance of intervention outcomes (Wolf, 1978). Social validity measurement is considered an essential part of quality single-case design studies. Yet, the practice has been inconsistently reflected in behavioral and educational journals. The purpose of this dissertation was to investigate the state of social validity in scholarly journals, published by the Council for Exceptional Children and its divisions between 2016 and 2020. The focus of the study was not only on the prevalence of social validity assessments in these journals, but also on possible relations between social validity and other elements of the study. The results indicate that 71.9% (220 of 306) of all single-case design studies published by the Council for Exceptional Children contained an assessment of social validity. Less prevalent was the assessment of Total Construct social validity, which included the measurement of social validity of goals, procedures, and outcomes. Participants’ ages were positively correlated with the presence of social validity assessments; however, studies involving both children and adults tended to favor adult voices in social validity reporting. The results also indicate that while the journals in the study compared favorably to other journals regarding social validity practices, there remains some room for improvement. Efforts should be made to diversify participants’ voices, elicit social validity responses from younger participants, improve the depth of social validity reporting, and broaden the range of tools to assess the social validity of interventions.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013895
- Subject Headings
- Council for Exceptional Children, Scholarly periodicals, Social validity
- Format
- Document (PDF)
- Title
- The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test.
- Creator
- Schnirman, Rebecca K., Florida Atlantic University, Taylor, Ronald L.
- Abstract/Description
-
Many students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by...
Show moreMany students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with LD and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD. Finally, the study sought to extend the current research base to students in middle school. Twenty-four students with LD and 24 from GE were tested with parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered. Separate paired t tests were performed for the GE group and for the group with LD. The performance of the two groups was then compared with repeated measures analyses. No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. Repeated measures analyses showed no significant difference in performance between students with "high" vs. "low" levels of math vocabulary. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower. This reinforces the need to base the use of any test accommodation on individual need, not disability label or other factors.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12166
- Subject Headings
- Educational tests and measurements, Learning disabled children--Ability testing, Academic achievement--Testing--Validity--United States, Children with disabilities--Education--Ability testing, Academic achievement
- Format
- Document (PDF)
