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- Title
- The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning.
- Creator
-
Ao, Yu, Sivo, Stephen, Gunter, Glenda, Beverly, Monifa, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories,...
Show moreThis study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.
Show less - Date Issued
- 2012
- Identifier
- CFE0004512, ucf:49270
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004512
- Title
- The Relationship Between Married Partners' Individual and Relationship Distress: An Actor-Partner Analysis of Low-income, Racially and Ethnically Diverse Couples in Relationship Education.
- Creator
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Munyon, Matthew, Young, Mark, Hagedorn, William, Daire, Andrew, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
Couples experiencing relationship distress often require professional help, such as counseling and couple and relationship education (CRE). Research recently discovered that among couples in counseling, a circular relationship exists between individual and relationship distress(-)stress begets stress. Until this study, a similar examination had not been conducted among couples selecting CRE. This study examined the relationship between individual and relationship distress among married...
Show moreCouples experiencing relationship distress often require professional help, such as counseling and couple and relationship education (CRE). Research recently discovered that among couples in counseling, a circular relationship exists between individual and relationship distress(-)stress begets stress. Until this study, a similar examination had not been conducted among couples selecting CRE. This study examined the relationship between individual and relationship distress among married couples that had children, were from predominantly low-income and racially and ethnically diverse backgrounds, and selected CRE. A correlational research design was employed and framed in the social interdependence theory. The actor-partner interdependence model was conducted within a three-level hierarchical model. The results confirmed that a circular relationship exists between individual and relationship distress(-)distress begets distress. Within the circular model of individual and relational functioning, personal individual distress predicted partner individual distress as well as personal and partner relationship distress, and personal relationship distress predicted personal individual distress and partner relationship distress. The extent to which distress begot distress was stronger among women, those with low income, and those who were unemployed. The results also revealed a continuum of individual and relational functioning. Dyad members interact along a continuum from intrapersonal individual functioning to interpersonal relational functioning. The continua meet at the nexus of negotiation or the heart of interpersonal interaction, where dyad members communicate and make decisions, among other actions. Implications related to the findings of this study as well as inspirations for future research are discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004284, ucf:49529
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004284
- Title
- Gee, thanks: The emotional and structural forces that influence subordinates' upward gratitude expressions.
- Creator
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Sheridan, Sharon, Ambrose, Maureen, Crossley, Craig, Schminke, Marshall, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
Recently, relationship scholars have demonstrated the importance of expressions of gratitude in cultivating relational bonds and relational satisfaction between close friends and romantic partners. Although there is growing evidence that gratitude facilitates improved relationships, organizational scholars have largely ignored the importance of gratitude in the workplace. What little we know indicates that expressions of gratitude in organizations may be rare. Indeed, a recent national survey...
Show moreRecently, relationship scholars have demonstrated the importance of expressions of gratitude in cultivating relational bonds and relational satisfaction between close friends and romantic partners. Although there is growing evidence that gratitude facilitates improved relationships, organizational scholars have largely ignored the importance of gratitude in the workplace. What little we know indicates that expressions of gratitude in organizations may be rare. Indeed, a recent national survey revealed that 74% of the participants rarely, if ever, expressed gratitude to their supervisors (Kaplan, 2012). What might explain this apparent lack of gratitude?Research demonstrates that when individuals feel grateful for the generosity of a benefactor, they are motivated to acknowledge the benefactor's efforts and this typically manifests in a desire to express thanks or appreciation. Thus, in order to understand why subordinates may be unlikely to express gratitude towards their supervisors for benefits received, we must understand why they may not feel grateful in the first place. In this dissertation, I review the extant research on gratitude expressions and theorize about the factors that may influence subordinates' emotional reactions to benefits received from supervisors. Using a cognitive-emotion framework, I explain how subordinates' attributions can elicit divergent emotional responses that exert differential influences on upward expressions of gratitude and how supervisors' behavior influences these attributions. Across two studies, I find mixed support for my hypotheses.
Show less - Date Issued
- 2017
- Identifier
- CFE0006658, ucf:51225
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006658
- Title
- Applying the Technology Acceptance Model to Predict and Explain Elementary and Secondary Preservice Teachers' Continuance Behavioral Intentions and Pedagogical Usage of Twitter to build Professional Capital: A Structural Equation Modeling Inquiry.
- Creator
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Gurjar, Nandita, Sivo, Stephen, Roberts, Sherron, Xu, Lihua, Vie, Stephanie, University of Central Florida
- Abstract / Description
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The purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then...
Show moreThe purpose of this research study was to predict and explain elementary and secondary preservice teachers' continuance behavioral intentions and pedagogical usage of Twitter, a web based social networking, microblogging platform, to build professional growth and capital. The objective of the research study was to examine preservice teachers' beliefs associated with the specified constructs that formed the latent variables of the hypothesized research model; these latent variables were then measured with their associated indicators or manifest variables, and the relationship between the manifest variables was examined through the Structural Equation Modeling (SEM) process. A non-experimental empirical research study was conducted using the survey methodology; purposive, criterion referenced, sampling of elementary and secondary preservice teachers, N=379, was employed using social media platforms and intern listserv at a large Southeastern university. The final sample of N= 250 participants was determined through the process of regression imputation of elementary and secondary preservice teachers' survey responses. The results demonstrated that constructs of the extended Technology Acceptance Model showed significant goodness-of-fit indices and coefficients of determination after analyzing the data from the survey. Implications of this research contribute significantly toward teacher education and training by providing insights into the factors that impact the pedagogical use of Twitter, a web-based social networking and microblogging platform, for building professional capital in preservice teachers.
Show less - Date Issued
- 2016
- Identifier
- CFE0006314, ucf:51551
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006314
- Title
- Driven to Dishonesty: The Effects of Commuting on Self-Regulatory Depletion and Unethical Behavior.
- Creator
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Griffith, Matthew, Folger, Robert, Taylor, Shannon, Crossley, Craig, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
Most people must commute to and from work each day, yet little research has examined this critical time between home and work and the potential spillover effects of commuting on employees' subsequent workplace behavior. Drawing on self-regulation theory and the commuting stress literature, I propose that stressful driving conditions on the way to work (e.g., bad weather, traffic congestion, long routes) can cause employees to subsequently behave unethically at work. Specifically, I suggest...
Show moreMost people must commute to and from work each day, yet little research has examined this critical time between home and work and the potential spillover effects of commuting on employees' subsequent workplace behavior. Drawing on self-regulation theory and the commuting stress literature, I propose that stressful driving conditions on the way to work (e.g., bad weather, traffic congestion, long routes) can cause employees to subsequently behave unethically at work. Specifically, I suggest this occurs through a depletion of self-regulation as resources are consumed while driving under stress and thus unavailable for deterring tempting, unethical behavior. I test this mediation model in two studies using an experimental-causal-chain design. In Study 1, using a sample of 204 participants recruited at a university, I manipulated commuting conditions in a driving simulator and measured self-regulatory depletion and dishonesty using behavioral tasks in the laboratory. In Study 2, using an online panel of 117 participants, I manipulated self-regulatory depletion and measured dishonesty using modified versions of the same behavioral tasks. Overall I find some support that driving(-)regardless of driving-induced stress level(-)depletes self-regulatory resources and that reduced self-regulation leads to a higher likelihood to engage in unethical behavior.
Show less - Date Issued
- 2017
- Identifier
- CFE0006741, ucf:51845
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006741
- Title
- The Antecedents and Consequences of Teacher Professional Discretion Over Curriculum and Instruction: A Grounded Theory Inquiry.
- Creator
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Spittler, Marc, Sivo, Stephen, Katzenmeyer, Conrad, Boote, David, Short, Edmund, University of Central Florida
- Abstract / Description
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With the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have...
Show moreWith the ever-changing requirements of a secondary level of education and the application of standardized testing criteria to determine proficiency in mastery of the subject matter, the attempt to create a standard and acceptable curriculum for all school sites has left the control of the schools. Now classrooms are scrambling for focus, guidance and support with curriculum development and implementation. Over the last three decades, there have been numerous research studies that have examined the place of the classroom teacher in the process of creating curriculum for their classroom with mixed results. The efforts to reform secondary education, from the federal level to the local level, have shut out the local input from teachers and professionals in their particular fields as to what the curriculum in the classroom should be and left that decision to people outside the classroom environment.This research study was conducted to derive a theory developed on the empirical basis of teacher input through the lens of the methodology of grounded theory. Its goal was to identify the underlying issues and problems associated with classroom teachers; input into local curriculum as well as the barriers to changing the prevailing thought of classroom teachers on curriculum. Classroom teachers from two separate academic subject matters that are currently being taught at the middle school level were interviewed and their responses were coded using the classical grounded theory methodology and processes.The resulting research shows that the involvement of classroom teachers is considered a benefit to the local curriculum development, regardless of experience in the classroom or length of service as a teacher. While most teachers feel that their input is paramount to learning in their particular classroom, teachers admit that they lack the skills to effectively create curriculum for implementation. It is in this manner that teachers strive to do what is best for their students; however, in some cases they lack the support and direction from the district, state or federal level. Knowing the issue as it appears to the classroom teacher, the creation, implementation and execution of locally created curriculum would be and is met with great resistance due to the adherence to the prevailing thoughts on curriculum development at the state of federal level and the need to comply with and execute the curriculum within the existing frameworks.Further studies in looking at the existence of and use of locally teacher created and implemented curriculum, in different state or regional areas, would contribute to a better and clearer understanding of the particular issues that surround and deal with teacher involvement in the classroom curriculum decision making process. It is believed that the use of the grounded theory model as a methodological research tool provides a pathway for all interested parties to be open and candid about the issue and provide a better introspective look at the issues at hand.
Show less - Date Issued
- 2012
- Identifier
- CFE0004796, ucf:49726
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004796
- Title
- Comparative Analysis Of Centers For Entrepreneurship At Two Central Florida Universities.
- Creator
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Blencke, Carl, Boote, David, Sivo, Stephen, Katzenmeyer, Conrad, Ford, Cameron, University of Central Florida
- Abstract / Description
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Studies have attempted to explain the linkage between achieving success in the field of entrepreneurship and the pedagogy instituted to teach the skills entrepreneurs need to achieve success in their chosen endeavors. It is widely known and well documented that people have experienced entrepreneurial success with limited, and sometimes no formal entrepreneurial training. The ever present question of (")can entrepreneurship be taught(") has been debated from many varying perspectives. The late...
Show moreStudies have attempted to explain the linkage between achieving success in the field of entrepreneurship and the pedagogy instituted to teach the skills entrepreneurs need to achieve success in their chosen endeavors. It is widely known and well documented that people have experienced entrepreneurial success with limited, and sometimes no formal entrepreneurial training. The ever present question of (")can entrepreneurship be taught(") has been debated from many varying perspectives. The late Peter Drucker pragmatically once said (")The entrepreneur mystique? It's not magic, it's not mysterious, and it has nothing to do with the genes. It's a discipline. And, like any discipline, it can be learned(") (Drucker, 1985).A study conducted by the Center for College Affordability and Productivity recently determined that almost half of Americans with college degrees are overqualified for their jobs. Many studies have also concluded that college graduates accumulate greater lifetime earnings than non-college graduates. Yet the escalating costs of attending college and the diminishing prospects of job security after attaining a college degree have brought the cost of education to the precipice of a potential (")education bubble("). Student loan debt exceeds One Trillion Dollars and the typical student loan needs to be repaid over ten years at nearly seven percent interest. Similar to the recently experienced (")housing bubble(") there is a genuine concern, as it relates to education, that today's populace is paying too much for something that yields limited value. Therefore, the question of (")can entrepreneurship be taught(") should be supplanted with (")can entrepreneurship be learned?(") (")Are graduates capable of applying their academic training to produce tangible results?(")If there are too many academic degrees being generated that are unable to be absorbed into a stagnant job market, it would stand to reason that a college degree, from a business school or any co-curricular discipline, without significant concentration in the study of entrepreneurship, serves only a limited purpose in a growing, capitalistic society that is predicated on job growth. Centers for entrepreneurship provide an excellent foundation for invigorating new college graduates from multiple academic disciplines with the motivation and desire to achieve success in business as entrepreneurs. This comparative analysis of two thriving and vibrant Centers for Entrepreneurship at major universities in the growing central Florida region examines their best practices and compares them to current national guidelines established by the Global Consortium of Entrepreneurship Centers, a 200 + member organization domiciled in the Kelley School of Business at Indiana University in Bloomington, Indiana that serves as the key junction for university-based entrepreneurship centers across the United States to collaborate, communicate and jointly advance excellence in entrepreneurship (www.globalentrepreneurshipconsortium.org).The evaluator and author of this dissertation implemented procedures similar to those used in accreditation reviews and applied professional judgment techniques to design a connoisseurship evaluation of entrepreneurship centers at two major universities --- The Center for Entrepreneurship at the University of South Florida in Tampa, FL and The Center for Entrepreneurial Leadership at the University of Central Florida in Orlando, FL.We have all heard the Horatio Alger (")rags to riches(") stories of entrepreneurs who (")bootstrapped(") their business ideas without benefit of any formal business or entrepreneurial education. But it is just as great a likelihood in the coming years that we will admire those who give the credit for their success to the concepts they mastered in an entrepreneurial studies program and how their alma maters provided mentors through their centers for entrepreneurship who saved them from committing an abundance of mistakes by trial and error as they transported their business ideas from conceptualization to realization.This research will assist centers of entrepreneurship as they strive to incorporate standards of excellence to benefit students who endeavor to become business and job creators in the future.
Show less - Date Issued
- 2013
- Identifier
- CFE0004819, ucf:49755
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004819
- Title
- Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training.
- Creator
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Dunn, Robert, Sivo, Stephen, Hoffman, Bobby, Hartshorne, Richard, Bowers, Clint, University of Central Florida
- Abstract / Description
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Effective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain...
Show moreEffective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain being instructed may contain procedures or concepts that are easily differentiated thus allowing quick and accurate determination of difficulty. In this instance, the sequencing of the SBT is relatively simple. However, in complex, domain-integrated instructional environments accurate and efficient sequencing may be extremely difficult as ISD, software engineers and trainers, without an objective means to calculate a scenario's complexity must rely on subjectivity. In the Military, where time, fiscal and manpower constraints may lead to ineffective, inefficient and, perhaps, negative training SBT is a growing alternative to live training due to the significant cost avoidance demonstrated by such systems as the United States Marine Corps' (USMC) Abrams Main Battle Tank (M1A1) Advanced Gunnery Training System (AGTS). Even as the practice of simulation training grows, leadership such as the Government Accountability Office asserts that little has been done to demonstrate simulator impact on trainee proficiency. The M1A1 AGTS instructional sub system, the Improved Crew Training Program (ICTP), employs an automated matrix intended to increase Tank Commander (TC) and Gunner (GNR) team proficiency. This matrix is intended to guide the team along a trajectory of ever-increasing scenario difficulty. However, as designed, the sequencing of the matrix is based on subjective evaluation of difficulty, not on empirical or objective calculations of complexity. Without effective, automated SBT that adapts to the performance of the trainee, gaps in combat readiness and fiscal responsibility could grow large.In 2010, the author developed an algorithm intended to computationally define scenario complexity (Dunne, Schatz, Fiore, Martin (&) Nicholson, 2010) and conducted a proof of concept study to determine the algorithm's effectiveness (Dunne, Schatz, Fiore, Nicholson (&) Fowlkes, 2010). Based on results of that study, and follow-on analysis, revisions were made to that Scenario Complexity (SC) algorithm. The purpose of this research was to examine the efficacy of the revised SC algorithm to enable Educators and Trainers, ISDs, and software engineers to objectively and computationally define SC. The research process included a period of instruction for Subject Matter Experts (SME) to receive instruction on how to identify the base variables that comprise SC. Using this knowledge SMEs then determined the values of the scenarios base variables. Once calculated, these values were ranked and compared to the ICTP matrix sequence.Results indicate that the SMEs were very consistent in their ratings of the items across scenario base variables. Due to the highly proceduralized process underlying advanced gunnery skills, this high degree of agreement was expected. However, the significant lack of correlation to the matrix sequencing is alarming and while a recent study has shown the AGTS to increase TC and GNR team proficiency (PM TRASYS, 2014a), this research's findings suggests that redesign of the ICTP matrix is in order.
Show less - Date Issued
- 2014
- Identifier
- CFE0005789, ucf:50062
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005789
- Title
- A multimedia pedestrian safety program and school infrastructure: Finding the connection to pedestrian risk-taking attitudes and perceptions of pedestrian behavior.
- Creator
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Scott, Diana, Hoffman, Bobby, Sivo, Stephen, Porter, Robert, University of Central Florida
- Abstract / Description
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Approximately 47,700 pedestrians were killed between the years of 2000 - 2009. School buses are one of the safest modes of transportation (National Highway Traffic Safety Administration, 2004). However, the Central Florida school district eliminated bus transportation within the 2-mile radius from schools just last year. Children must prepare for an alternative mode of transportation; walking and biking. The purpose of this research was two-fold. First to develop an online safety training...
Show moreApproximately 47,700 pedestrians were killed between the years of 2000 - 2009. School buses are one of the safest modes of transportation (National Highway Traffic Safety Administration, 2004). However, the Central Florida school district eliminated bus transportation within the 2-mile radius from schools just last year. Children must prepare for an alternative mode of transportation; walking and biking. The purpose of this research was two-fold. First to develop an online safety training program for elementary school children; and second, a self-report questionnaire was constructed and piloted to measure how safety training and school infrastructure affects students' pedestrian risk-taking attitudes and risk perceptions to avoid the dangers of walking and biking to and from school. A 2x2 Factorial Multivariate Analysis of Variance (MANOVA) was used to test two categorical independent variables (safety awareness training, school infrastructure) for each of the two continuous dependent variables (pedestrian risk-taking attitudes and risk perceptions of pedestrian behavior). Using data from the pilot study, the researcher developed, self-reported questionnaires demonstrated that there was a significant difference between schools. Those receiving the training had lower mean scores in risk-taking attitudes than those who did not receive the training. Regardless of intervention, School 2 (complete infrastructure) takes fewer risks than School 1(incomplete infrastructure). The mean difference between groups was not statistically significant.
Show less - Date Issued
- 2014
- Identifier
- CFE0005248, ucf:50590
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005248
- Title
- Compassion in Organizations.
- Creator
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Taylor, Regina, Schminke, Marshall, Folger, Robert, Ambrose, Maureen, Sivo, Stephen, University of Central Florida
- Abstract / Description
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Research on compassion in organizations has grown over the last decade, however, there is still a need for empirical work on the topic before we truly understand compassion and the various factors that influence it in everyday organizational life (Atkins (&) Parker, 2012; Dutton, Workman (&) Hardin, 2014). The purpose of this dissertation is to review the current literature on compassion in organizations and extend research on compassion by exploring potential moderators of the relationship...
Show moreResearch on compassion in organizations has grown over the last decade, however, there is still a need for empirical work on the topic before we truly understand compassion and the various factors that influence it in everyday organizational life (Atkins (&) Parker, 2012; Dutton, Workman (&) Hardin, 2014). The purpose of this dissertation is to review the current literature on compassion in organizations and extend research on compassion by exploring potential moderators of the relationship between compassionate feelings and compassionate responses from potential compassion givers. The moderators under investigation are in the form of individual (i.e., moral identity, moral disengagement), situational (i.e., cognitive appraisals) and organizational (i.e., ethical leadership, ethical climate) contextual variables. Findings from experimental and field studies are presented. Theoretical and practical implications of compassion in organizations are discussed, and areas for future research are identified.
Show less - Date Issued
- 2015
- Identifier
- CFE0005722, ucf:50122
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005722
- Title
- Assessing the effectiveness of online focus groups versus in-person focus groups.
- Creator
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Richard, Brendan, Sivo, Stephen, Boote, David, Witta, Eleanor, Ford, Robert, Murphy, Jamie, University of Central Florida
- Abstract / Description
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Increasingly researchers are turning to online focus groups as a qualitative research method, yet rigorous methodological studies regarding the quantity, quality and diversity of the data generated relative to traditional in-person focus groups are limited. This study experimentally tests the idea generation capabilities of online text-based focus groups versus traditional in-person focus groups using sustainability in the hospitality industry as the idea generation topic. Participants were...
Show moreIncreasingly researchers are turning to online focus groups as a qualitative research method, yet rigorous methodological studies regarding the quantity, quality and diversity of the data generated relative to traditional in-person focus groups are limited. This study experimentally tests the idea generation capabilities of online text-based focus groups versus traditional in-person focus groups using sustainability in the hospitality industry as the idea generation topic. Participants were purposively sampled from the hospitality program at a large Southeastern university and randomly assigned into one of two treatment groups: online text-based or traditional in-person focus groups. The in-person focus groups resulted in a larger word count, and a higher number of ideas generated, although both in-person and online generated an equivalent number of unique ideas. The online focus group generated a comparable average quality of ideas and number of good ideas. There was a high degree of overlap in themes generated by both groups. The results show that online focus groups are capable of generating a comparable level of idea quantity, quality and diversity relative to in-person focus groups.
Show less - Date Issued
- 2018
- Identifier
- CFE0007086, ucf:51945
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007086
- Title
- Undergraduate Student Agreement With Reformed Introductory Physics Classes.
- Creator
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Wilcox, Matthew, Chini, Jackie, Del Barco, Enrique, Saitta, Erin, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
In this study, I investigate student (")buy-in("), defined as students' proper understanding of and agreement with the class format, for introductory studio physics classes that incorporate lectures, labs, and group problem-solving activities into one interactive environment. I also investigate the ways in which instructors try to gain student buy-in to their class. Research has shown that student resistance to reformed instruction is a barrier to an instructor's use of research-based...
Show moreIn this study, I investigate student (")buy-in("), defined as students' proper understanding of and agreement with the class format, for introductory studio physics classes that incorporate lectures, labs, and group problem-solving activities into one interactive environment. I also investigate the ways in which instructors try to gain student buy-in to their class. Research has shown that student resistance to reformed instruction is a barrier to an instructor's use of research-based instructional strategies that are common to the studio class. Expectancy value theory suggests that by gaining student buy-in to the reformed class format, student resistance will decrease thus allowing a more effective class. I created a survey to measure student agreement with their class and another survey to determine the strategies that instructors use to gain student buy-in. I describe the responses to the surveys and use hierarchical models to determine if student agreement predicts their performance in the class and if the instructor strategies have an effect on student agreement. To triangulate these findings, I also interviewed instructors and students. From the surveys, I found that students disagree with the time spent lecturing and the importance and time spent reading outside of class. This is important because student agreement with the time spent in class predicts favorable attitudes about physics and their agreement with the time spent outside of class predicts a higher expected final grade. From the interviews, I discovered that both instructors and students believe that using evidence to justify the class format would be an effective strategy to gain agreement. However, few instructors used evidence due to a lack of prepared materials. Future work should develop materials to support instructors in presenting evidence about studio's effectiveness and investigate the impact on student buy-in and other outcomes.
Show less - Date Issued
- 2018
- Identifier
- CFE0007265, ucf:52197
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007265
- Title
- Consumer Tradeoffs in Material and Experiential Purchases.
- Creator
-
Urumutta Hewage, Ganga, He, Xin, Rugar, Yael Zemack -, Wang, Ze, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
Material and experiential purchases have gained much attention in psychology and consumer behavior alike (Carter and Gilovich 2010; Nicolao, Irwin, and Goodman 2009; Rosenzweig and Gilovich 2012; Tully, Hershfield, and Meyvis 2015). In three essays, I examine the theoretical and practical implications of consumer tradeoffs in this domain. In the first essay, I explore how regulatory focus influences the tradeoffs between material and experiential purchases. Results of five laboratory studies...
Show moreMaterial and experiential purchases have gained much attention in psychology and consumer behavior alike (Carter and Gilovich 2010; Nicolao, Irwin, and Goodman 2009; Rosenzweig and Gilovich 2012; Tully, Hershfield, and Meyvis 2015). In three essays, I examine the theoretical and practical implications of consumer tradeoffs in this domain. In the first essay, I explore how regulatory focus influences the tradeoffs between material and experiential purchases. Results of five laboratory studies and two field studies (using Instagram and Google Trends data) suggest that, as the regulatory focus shifts from prevention to promotion, there is a higher likelihood of choosing experiential purchases and such an effect is driven by focus of attention. The second essay examines how self-construal may shape material-experiential tradeoffs. Results show that independent self-view develops a higher preference towards experiential purchases than interdependent self-view(-)an effect driven by individual's uniqueness consideration. I demonstrate this effect across seven experimental studies and a field study (using United Nations data). I also show that type of decision moderates the results. The third essay investigates how purchase type influences consumers' preference for mystery options. Five lab studies and a field study (using Groupon data) provide evidence that, when making experiential purchases consumers favor mystery options than when making material purchases. Such an effect is driven by the need for excitement. Additionally, moderated by priming of excitement and target of the decision (self vs. other). Together, these three essays contribute to a better understanding of tradeoffs in these two types of purchases. My findings add to the work on regulatory focus, self-construal, and consumer judgements and decision making. I also offer managerial insights to develop effective marketing strategy.
Show less - Date Issued
- 2019
- Identifier
- CFE0007547, ucf:52605
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007547
- Title
- Pooling correlation matrices corrected for selection bias: Implications for meta-analysis.
- Creator
-
Matthews, Kenneth, Sivo, Stephen, Bai, Haiyan, Hahs-Vaughn, Debbie, Butler, Malcolm, University of Central Florida
- Abstract / Description
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Selection effects systematically attenuate correlations and must be considered when performing meta-analyses. No research domain is immune to selection effects, evident whenever self-selection or attrition take place. In educational research, selection effects are unavoidable in studies of postsecondary admissions, placement testing, or teacher selection. While methods to correct for selection bias are well documented for univariate meta-analyses, they have gone unexamined in multivariate...
Show moreSelection effects systematically attenuate correlations and must be considered when performing meta-analyses. No research domain is immune to selection effects, evident whenever self-selection or attrition take place. In educational research, selection effects are unavoidable in studies of postsecondary admissions, placement testing, or teacher selection. While methods to correct for selection bias are well documented for univariate meta-analyses, they have gone unexamined in multivariate meta-analyses, which synthesize more than one correlation from each study (i.e., a correlation matrix). Multivariate meta-analyses of correlations provide opportunities to explore complex relationships and correcting for selection effects improves the summary effect estimates. I used Monte Carlo simulations to test two methods of correcting selection effects and evaluate a method for pooling the corrected matrices. First, I examined the performance of Thorndike's corrections (for both explicit and incidental selection) and Lawley's multivariate correction for selection on correlation matrices when explicit selection takes place on a single variable. Simulation conditions included a wide range of selection ratios, samples sizes, and population correlations. The results indicated that univariate and multivariate correction methods perform equivalently. I provide practical guidelines for choosing between the two methods. In a second Monte Carlo simulation, I examined the confidence interval coverage rates of a Robust Variance Estimation (RVE) procedure when it is used to pool correlation matrices corrected for selection effects under a random-effects model. The RVE procedure empirically estimates the standard errors of the corrected correlations and has the advantage of having no distributional assumptions. Simulation conditions included tau-squared ratio, within-study sample size, number of studies, and selection ratio. The results were mixed, with RVE performing well under higher selection ratios and larger unrestricted sample sizes. RVE performed consistently across values of tau-squared. I recommend applications of the results, especially for educational research, and opportunities for future research.
Show less - Date Issued
- 2019
- Identifier
- CFE0007680, ucf:52483
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007680
- Title
- A quasi-experiment on the degree to which i-Ready Reading Instruction predicted Florida state assessment scores for low performing students compared to students on grade level.
- Creator
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Pierce, Ashley, Sivo, Stephen, Bai, Haiyan, Clark, M. H., Hopp, Carolyn, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine the degree to which i-Ready(&)#174; Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready(&)#174; Reading Instruction and who had previously scored a Level 1 or Level 3...
Show moreThe purpose of this study was to determine the degree to which i-Ready(&)#174; Reading Instruction (a computer adaptive testing program) predicted Florida Standards Assessment English Language Arts (FSA ELA) scores for low performing students (Level 1) compared to those who are on grade level (Level 3). Participants included students in seventh grade at a central Florida school district who participated in i-Ready(&)#174; Reading Instruction and who had previously scored a Level 1 or Level 3 on the FSA ELA. A hierarchical multiple regression was run to determine the impact of the interaction effect between prior year FSA performance level and time spent in i-Ready(&)#174; Reading Instruction, while controlling for teacher-level and other student-level variables. Regression analyses indicated that prior year FSA ELA performance level did not moderate the degree to which time spent in i-Ready(&)#174; Reading Instruction predicted FSA ELA score gains. Additionally, when the interaction term was removed from the regression, time spent in i-Ready(&)#174; Reading Instruction did not predict FSA ELA score gains.
Show less - Date Issued
- 2018
- Identifier
- CFE0007234, ucf:52242
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007234
- Title
- A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs.
- Creator
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Al Jabbawi, Mais Flaieh Hasan, Sivo, Stephen, Nutta, Joyce, Vitanova-Haralampiev, Gergana, Folse, Keith, University of Central Florida
- Abstract / Description
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The current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location...
Show moreThe current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location sampling examined 160 AGSs, enrolled full-time in different IEPs in the U.S. during the spring semester of 2019. The AGSs participants were from Iraq, Kuwait, Saudi Arabia, Qatar, Bahrain, the United Arab Emirates, and Oman. A pilot study preceded the final study to obtain AGSs' insight on the questionnaire items and time consumption. In the final study, the participating students completed a demographic information questionnaire as well as the SACQ and SIQ for the quantitative segment of this study. Face-to-face and Skype interviews followed as the qualitative segment of the proposed study. Data analyses included several methods. The questionnaire results were analyzed by inputting data into IBM Statistics Package for Social Sciences (SPSS) Statistics. The interview responses were analyzed within a phenomenological approach by finding common themes within the interview responses. The findings shed light on the needs and means of helping AGSs succeed in achieving high levels of English proficiency in IEPs in the U.S.
Show less - Date Issued
- 2019
- Identifier
- CFE0007595, ucf:52520
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007595
- Title
- Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation.
- Creator
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Petko, John, Lambie, Glenn, Robinson, Edward, Van Horn, Stacy, Sivo, Stephen, University of Central Florida
- Abstract / Description
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ABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring ...
Show moreABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth (&) Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004583, ucf:49212
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004583
- Title
- Design of the layout of a manufacturing facility with a closed loop conveyor with shortcuts using queueing theory and genetic algorithms.
- Creator
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Lasrado, Vernet, Nazzal, Dima, Mollaghasemi, Mansooreh, Reilly, Charles, Garibay, Ivan, Sivo, Stephen, Armacost, Robert, University of Central Florida
- Abstract / Description
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With the ongoing technology battles and price wars in today's competitive economy, every company is looking for an advantage over its peers. A particular choice of facility layout can have a significant impact on the ability of a company to maintain lower operational expenses under uncertain economic conditions. It is known that systems with less congestion have lower operational costs. Traditionally, manufacturing facility layout problem methods aim at minimizing the total distance traveled,...
Show moreWith the ongoing technology battles and price wars in today's competitive economy, every company is looking for an advantage over its peers. A particular choice of facility layout can have a significant impact on the ability of a company to maintain lower operational expenses under uncertain economic conditions. It is known that systems with less congestion have lower operational costs. Traditionally, manufacturing facility layout problem methods aim at minimizing the total distance traveled, the material handling cost, or the time in the system (based on distance traveled at a specific speed). The proposed methodology solves the looped layout design problem for a looped layout manufacturing facility with a looped conveyor material handling system with shortcuts using a system performance metric, i.e. the work in process (WIP) on the conveyor and at the input stations to the conveyor, as a factor in the minimizing function for the facility layout optimization problem which is solved heuristically using a permutation genetic algorithm. The proposed methodology also presents the case for determining the shortcut locations across the conveyor simultaneously (while determining the layout of the stations around the loop) versus the traditional method which determines the shortcuts sequentially (after the layout of the stations has been determined). The proposed methodology also presents an analytical estimate for the work in process at the input stations to the closed looped conveyor.It is contended that the proposed methodology (using the WIP as a factor in the minimizing function for the facility layout while simultaneously solving for the shortcuts) will yield a facility layout which is less congested than a facility layout generated by the traditional methods (using the total distance traveled as a factor of the minimizing function for the facility layout while sequentially solving for the shortcuts). The proposed methodology is tested on a virtual 300mm Semiconductor Wafer Fabrication Facility with a looped conveyor material handling system with shortcuts. The results show that the facility layouts generated by the proposed methodology have significantly less congestion than facility layouts generated by traditional methods. The validation of the developed analytical estimate of the work in process at the input stations reveals that the proposed methodology works extremely well for systems with Markovian Arrival Processes.
Show less - Date Issued
- 2011
- Identifier
- CFE0004125, ucf:49088
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004125
- Title
- The Collector as Arbiter of Art: A Phenomenological Investigation of Collectors' Critical Judgment Development and Their Understanding of Art Toward a Theoretical Model for Appreciation and Criticism in Art Education.
- Creator
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Grey, Anne, Brewer, Thomas, Sivo, Stephen, Kaplan, Jeffrey, Price, Mark, Roberts, Sherron, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate art collectors' specific method of developing and making critical judgments in the context of their understanding of art. Phenomenological research methods were employed to obtain data through interviews with collectors of Contemporary African American art, Latin American art, and Minimalist and Conceptual art. Based on the findings, collectors' approaches to critical judgment can be categorized into three areas. First, critical skills are both...
Show moreThe purpose of this study was to investigate art collectors' specific method of developing and making critical judgments in the context of their understanding of art. Phenomenological research methods were employed to obtain data through interviews with collectors of Contemporary African American art, Latin American art, and Minimalist and Conceptual art. Based on the findings, collectors' approaches to critical judgment can be categorized into three areas. First, critical skills are both intuitive and developed over time, through a holistic and aesthetic process set in the art world. Collectors' edification requires commitment, and intense looking enabling them to see how works of art communicate. Second, key events that marked collectors' methodological approaches were connections with artists and art, notable purchases, and exhibitions of their collection. These events resulted from an integration of the collectors' identification with the art work, manifested over time in various forms. Finally, those objects that best reflected collectors' specific development of critical judgment and understanding of art were noted either by specific artists in their collection or the collection as a whole, functioning as vital aspects of the collectors' life and at the same time contributing to culture and society in its capacity to cause conversations. There is an opportunity to apply the information from collectors' processes as an educational model for teaching and learning about appreciation and criticism in art education by thinking about art collections more broadly, as another way to look at life and the art in life.
Show less - Date Issued
- 2011
- Identifier
- CFE0004115, ucf:49103
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004115
- Title
- School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners.
- Creator
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Puyana, Olivia, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
- Abstract / Description
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This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has...
Show moreThis research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson (&) Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen (&) Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.
Show less - Date Issued
- 2012
- Identifier
- CFE0004225, ucf:49017
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004225