Current Search: Motivation (x)
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- Title
- AN INVESTIGATION OF COUNSELOR EDUCATORS' ATTITUDES TOWARDS EVIDENCE-BASED PRACTICES AND PERCEIVED BARRIERS TO THE INCORPORATION OF EVIDENCE-BASED PRACTICES IN COUNSELOR EDUCATION CURRICULA.
- Creator
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Patel, Samir, Hagedorn, Bryce, University of Central Florida
- Abstract / Description
-
The overall purpose of this study was to investigate counselor educatorsÃÂ' attitudes towards evidence-based practices (EBPs) and perceived barriers to the inclusion of EBPs in counselor education curricula. Additionally, this study aimed to assess whether counselor educatorsÃÂ' level of agreement towards the presence of motivational interviewing (MI) principles in the counseling relationship impacted attitudes towards EBPs. As such, this...
Show moreThe overall purpose of this study was to investigate counselor educatorsÃÂ' attitudes towards evidence-based practices (EBPs) and perceived barriers to the inclusion of EBPs in counselor education curricula. Additionally, this study aimed to assess whether counselor educatorsÃÂ' level of agreement towards the presence of motivational interviewing (MI) principles in the counseling relationship impacted attitudes towards EBPs. As such, this researcher analyzed four research questions using two instruments and a demographic questionnaire. Two hundred sixty nine counselor educators (39.8% response rate) from the Association of Counselor Education and Supervision responded to an electronic survey, which consisted of the Evidence-Based Practice Attitude Scale (EBPAS; Aarons, 2004), the BARRIERS Scale (Funk, Champagne, Wiese, & Tornquist, 1991), and a demographic questionnaire. Specifically, this study investigated four research questions to determine: (a) the difference in attitude towards adopting EBPs among counselor educators with respect to specific individual factors (i.e. specialized training in evidence-based practices, years of professoriate experience, and primary counselor education focus); (b) the difference in perceived barriers towards adopting EBPs into counselor education curricula among counselor educators with respect to organizational factors (i.e. type of program, status of CACREP accreditation, and faculty position); (c) the influence of EBP attitude on perceived barriers to the inclusion of EBPs in counselor education curricula; and (d) the correlation between counselor educators reported level of agreement towards MI principlesÃÂ' presence in the counseling relationship and their attitude towards EBPs. Multivariate analyses of variance (MANOVA) were computed to analyze the data for the first two research questions, while linear regressions were utilized to compute the data for the last two research questions. In terms of individual factors, study results indicated that neither specialized training in EBPs nor years of professoriate experience resulted in significant differences with regards to attitudes towards EBPs. However, data analysis did reveal a significant difference between counselor educators with a clinical focus and counselor educators with a vocational focus. With regards to organizational factors influence on perceived barriers to the inclusion of EBPs in counselor education curricula, analyses revealed that neither CACREP accreditation nor faculty position resulted in any significant differences. Although, analysis did reveal that counselor educators in masters only programs perceived significantly less barriers to the inclusion of EBPs than did counselor educators in doctorate granting programs. Furthermore, results suggested a negative correlation between attitude towards EBPs and barriers towards the inclusion of EBPs in counselor education curricula, and a positive correlation between counselor educatorsÃÂ' agreement towards the inclusion of MI principles in the counseling relationship and their attitudes towards EBPs. Limitations of the study, implications for this study, and recommendations for future research as it relates to EBPs in counselor education and the counseling profession are addressed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003063, ucf:48293
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003063
- Title
- THE EFFECT OF BRIEF TRAINING IN MOTIVATIONAL INTERVIEWING ON CLIENT OUTCOMES AND TRAINEE SKILL DEVELOPMENT.
- Creator
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Young, Tabitha, Hagedorn, Bryce, University of Central Florida
- Abstract / Description
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Motivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clientsÃÂ' motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor traineesÃÂ' ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and...
Show moreMotivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clientsÃÂ' motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor traineesÃÂ' ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and formal feedback via MITI 3.0 scores. Counselor-trainee skill was assessed via the MI Knowledge Questionnaire, the Helping Responses questionnaire, and the Motivational Interviewing Treatment Integrity code 3.0. In addition, the following instruments were used to assess client outcomes ; attendance via observation assessments, the Session Summary, the Outcome Questionnaire-45.2, and the Client Satisfaction Questionnaire. The sample consisted of 43 graduate-level counselor trainees in their first or second semesters of practicum and 81 adult clients being seen in a university-based graduate student-training counseling clinic. Participants were purposefully assigned to either a treatment or control group. The counselor trainees in the treatment group received the unique training program, follow-up supervision, and feedback whereas the participants in the control group received a four-hour orientation to the student-training counseling clinic. There were four primary hypotheses proposed for analysis within this study (a) How does a brief training in Motivational Interviewing given to counselor trainees affect their ability to accurately perform MI?, (b) How does a brief training in Motivational Interviewing given to counselor trainees affect client functioning?, (c) How does a brief training in Motivational Interviewing given to counselor trainees affect client adherence?, and (d) How does a brief training in Motivational Interviewing given to counselor trainees affect client satisfaction with treatment? The statistical analysis of these variables yielded significant findings. Specifically, counselor-trainee skill in MI significantly improved in the treatment group as compared to the control group as assessed by the MITI with regard to the following variables: evocation, collaboration, autonomy/support, empathy, direction, MI non-adherent giving information, closed questions, simple reflections, complex reflections, total reflections, global scores, ratio of open questions, ratio of reflections, and ratio of MI adherent behavior. In addition, analysis revealed significant between group differences with client attendance. Specifically, between group-differences suggested that clients in the MI treatment group attended more sessions, missed fewer sessions, and completed therapy more frequently than clients in the control group. Detailed procedures and results as well as implications for the counseling profession and future research are explored within this study.
Show less - Date Issued
- 2010
- Identifier
- CFE0003054, ucf:48361
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003054
- Title
- TRUST ON THE WEB: THE IMPACT OF SOCIAL CONSENSUS ON INFORMATION CREDIBILITY.
- Creator
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Del Giudice, Katherine, Hancock, Peter, University of Central Florida
- Abstract / Description
-
Models of the need-driven information search and the information appraisal process were formed from a comprehensive literature review of factors affecting perceived credibility and trust in online information. The social component of online credibility has not, to date, been thoroughly researched. This componentÃÂ's impact on the development of the perceived credibility of online information was examined in two experiments. In the first experiment, the impact of...
Show moreModels of the need-driven information search and the information appraisal process were formed from a comprehensive literature review of factors affecting perceived credibility and trust in online information. The social component of online credibility has not, to date, been thoroughly researched. This componentÃÂ's impact on the development of the perceived credibility of online information was examined in two experiments. In the first experiment, the impact of positive, mixed, and negative social feedback on the development of the perceived credibility of a web page was evaluated. In the second experiment, the effect of social feedback on credibility was examined under two levels of motivation for information use to investigate whether social feedback becomes less important as motivation to obtain quality information increases. The results of Experiment 1 suggest that type of feedback can influence perceived web page credibility. Pages with negative audience feedback received the lowest credibility ratings, while pages with positive audience feedback received the highest credibility ratings. Pages with mixed or no audience feedback received higher credibility ratings than pages with negative feedback, but lower credibility ratings than pages with positive feedback. In Experiment 2, high motivation did not impact the number of web page elements participants reported that they used to determine credibility. High motivation for information use also did not reduce the impact of audience feedback on perceived credibility.
Show less - Date Issued
- 2010
- Identifier
- CFE0003240, ucf:48540
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003240
- Title
- Dance Students at a two year college: Making Sense of their Academic, Cultural, and Social World.
- Creator
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Lopez, Benjamin, Cintron Delgado, Rosa, Owens, J. Thomas, Santana, Maria, Kim, Chan Ji, University of Central Florida
- Abstract / Description
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The purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and...
Show moreThe purpose of this dissertation was to investigate the lived experiences of community college dance students. Previous research was examined to provide a more holistic picture of dancers during their college years and while in the workforce. The literature reviewed indicated that the emergence of dance as a field of study was controversial. Its beginnings were marked by debates concerning (a) the very definition of dance as a body of motion and a body of knowledge that includes a history and a philosophy as asserted by Dimondstein (1985), (b) its legitimate place within the academy (the perception that university dance programs were vocational in nature with little academic value) as noted by Stinson (1990); and, more recently (c) the possibility of some resolution to make dance not only a performing art but an academic discipline in its own right (Savrami, 2012). The theoretical framework of social cognitive career theory was used but was modified to include only the tenets most frequently cited in the literature that directly influenced the career identity of dancers particularly in relation to their motivation to academically persist and graduate. The phenomenological analysis, in the tradition of Moustakas (1994) and Wertz (2005), produced an early thematic matrix of 18 codes that were reduced to six major themes: aspirations, academic commitment, emotional identification, anticipated outcome or career expectation, vicarious learning, and challenges. One of the major recommendations included conducting a longitudinal study focusing on how students navigate an unpredictable job market, including the discussion of issues of workforce preparation in the academic curriculum and major.
Show less - Date Issued
- 2017
- Identifier
- CFE0006617, ucf:51266
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006617
- Title
- The Impact of Public Service Motivation on Reentry Managers' Decision-making Practices.
- Creator
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Pryor, Marie, Kapucu, Naim, Hu, Qian, Blessett, Brandi, Potter, Roberto, University of Central Florida
- Abstract / Description
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The goal of this exploratory study is to examine the effects of public service motivation (PSM) in predicting decision-making of criminal justice personnel (reentry managers) in the management of former prisoners. The overarching research question seeks to answer if, and in what way, PSM score influences reentry managers' approach to their work with the formerly incarcerated, who are in transition from prison back into the community. The main assumption of this study is that those reentry...
Show moreThe goal of this exploratory study is to examine the effects of public service motivation (PSM) in predicting decision-making of criminal justice personnel (reentry managers) in the management of former prisoners. The overarching research question seeks to answer if, and in what way, PSM score influences reentry managers' approach to their work with the formerly incarcerated, who are in transition from prison back into the community. The main assumption of this study is that those reentry managers with a higher PSM score will be more inclined to take an assistance oriented approach with former prisoners and be more likely to make rehabilitative decisions than those with lower PSM scores, who will be more inclined to assume a punitive role. This study utilized binomial logistic regression and chi-square analysis to test hypotheses. Survey data was collected over a period of three months in the summer and fall of 2014, and was based upon a national sample of 108 reentry managers whose agencies had received funding from a federal reentry grant. Follow-up interviews were also conducted with nine participants to provide deeper understanding of responses and explain some of the quantitative findings. Overall findings supported the key assumption with the overall sample possessing medium to high PSM scores and a greater frequency of making rehabilitative decisions.
Show less - Date Issued
- 2015
- Identifier
- CFE0006050, ucf:50973
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006050
- Title
- Exploring the Trends Between the Reading Attitudes and Habits of Children and their Parents at a Community Reading Camp.
- Creator
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Patterson, Darlshawn, Zygouris-Coe, Vassiliki, Wenzel, Taylar, Samuel, Dana, University of Central Florida
- Abstract / Description
-
Reading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor...
Show moreReading attitude plays a vital role in the academic achievement of students. This thesis reports findings from a study of how parents' reading attitudes and habits may influence their children's reading attitudes and habits. Students and parents attending a metropolitan university's Saturday Reading Camp (SRC) in the United States participated in this study. Participants completed a survey that examined participants' reading attitudes and habits. Results from this study showed minor similarities between the reading attitudes of parents and their children. However, there were more significant similarities between the reading habits of parents and their children.
Show less - Date Issued
- 2017
- Identifier
- CFE0006901, ucf:51721
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006901
- Title
- INTRINSIC AND EXTRINSIC MOTIVATORS THAT IMPACT TEACHER RETENTION IN CHALLENGING URBAN SCHOOLS.
- Creator
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Moore, LaSonya, Martin, Suzanne, Nutta, Joyce, Lue, Martha, Heller, H. WIlliam, University of Central Florida
- Abstract / Description
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Although a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high...
Show moreAlthough a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high-poverty, low-performing schools. This phenomenological research study identifies common experiences, practices, supports, and attitudes regarding teacher retention in high-poverty, low-performing urban schools by exploring the lived experiences of five veteran teachers from a large urban district in the southern United States. Data from a school-based teacher and principal survey and individual teacher interviews were collected and analyzed. To increase the validity of the research, the data from teacher interviews, school-based teacher surveys, and school-based principal surveys, were used to triangulate the findings.
Show less - Date Issued
- 2016
- Identifier
- CFE0006147, ucf:51159
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006147
- Title
- Examining Facebook as a Digitally Immersive Language Environment for French Language Learners.
- Creator
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Wyatt, Shelly, Gunter, Glenda, Witta, Eleanor, Boyd, Tammy, Crevecoeur, Edwidge, Metcalf, David, University of Central Florida
- Abstract / Description
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This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando,...
Show moreThis quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were (")pushed(") to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including (")Liking,(") Sharing,(") and (")Commenting(") was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with (")Commenting(") and (")Sharing(") was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.
Show less - Date Issued
- 2013
- Identifier
- CFE0005076, ucf:49957
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005076
- Title
- Differential impacts of doctoral education on Ed.D. and Ph.D. students: Examining student motivation and subjective well-being during the first two years of doctoral study.
- Creator
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McAfee, Morgan, Boote, David, Hayes, Burnice, Vitale, Thomas, University of Central Florida
- Abstract / Description
-
Background: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three...
Show moreBackground: Doctoral attrition has been the subject of significant research over the past several years (Bair (&) Haworth, 2004; Cohen (&) Greenberg, 2011; Gardner, 2008; Lovitts, 2001). Prior research on doctoral students has focused on substantive differences in the Ed.D. and Ph.D. in education degree programs, rather than on potential differences among the students themselves. Purpose: To assess whether there are baseline differences in motivation and subjective well-being among the three groups of doctoral students in education: Ed.D. and Ph.D. students, part-time enrolled and full-time enrolled students, and first-year and second-year students. Setting: University of Central Florida, College of EducationSubjects: First-year and second-year students drawn from all three doctoral programs offered in the College, including Education, Ed.D., Education, Ph.D., and Educational Leadership, Ed.D. Data Collection and Analysis: A 131-item electronic survey to assess student motivation and subjective well-being was distributed to all 142 enrolled first-year and second-year doctoral students, of which 28.2% responded (n = 40). Cumulative motivation and separate subjective well-being scores were calculated for each participant, and Mann-Whitney tests were performed to compare the distribution of student scores within each group (Ed.D. and Ph.D., part-time enrolled and full-time, and first-year and second-year). Findings: No statistically significant differences were found in motivation and subjective well-being among the three groups of students. However, some findings on measures of motivation did approach statistical significance between Ed.D. and Ph.D. students.Conclusions: These findings may demonstrate that relative well-being and similar levels of intrinsic motivation exist among several groups of doctoral students. Recommendations for future research include an increase in the sample size by expanding the study to multiple institutions offering doctoral programs in education, as well as a modification of the instruments from ordinal scales to Likert-type instruments.
Show less - Date Issued
- 2013
- Identifier
- CFE0004714, ucf:49840
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004714
- Title
- ANTICIPATED TELEHEALTH DEVICE USAGE IN YOUNGER ADULTS.
- Creator
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Bull, Tyler, Szalma, James, University of Central Florida
- Abstract / Description
-
Telehealth and telemedicine have revolutionized the healthcare system in terms of access to information and remote medical treatment. While there is a great deal of literature on current perceptions of telehealth care systems, relatively little is known about perceived user needs and acceptance of future telehealth systems. One way to assess future attitudes is to evaluate anticipated usage of telehealth devices through perceived advantages and disadvantages. Additionally, this study seeks to...
Show moreTelehealth and telemedicine have revolutionized the healthcare system in terms of access to information and remote medical treatment. While there is a great deal of literature on current perceptions of telehealth care systems, relatively little is known about perceived user needs and acceptance of future telehealth systems. One way to assess future attitudes is to evaluate anticipated usage of telehealth devices through perceived advantages and disadvantages. Additionally, this study seeks to assess the reliability of a new measure of technology acceptance that capitalizes on human motivation using self-determination theory. An online survey consisted of an original 40-item measure of motivation to use telehealth technology, the Psychosocial Impact of Assistive Devices Scale (PIADS; Jutai & Day, 1996), questions adapted from Edwards et al. (2014) about perceived advantages and disadvantages of telehealth devices, and open-ended questions about advantages, disadvantages, and concerns of interacting with telehealth devices in the future. The open-ended questions were coded for themes. Results also indicated that there was a high reliability between the MUTT and the PIADS, however the MUTT was slightly more reliable. Significant correlations were found between the overall MUTT and subscales of autonomy, competence, relatedness, and goals, as well as moderate correlations between the subscales of the PIADS (i.e., competence, adaptability, self-esteem) and the MUTT. The results of this research will be discussed further.
Show less - Date Issued
- 2015
- Identifier
- CFH0004794, ucf:45338
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004794
- Title
- BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM.
- Creator
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Adams, Emily, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting...
Show moreAs educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.
Show less - Date Issued
- 2014
- Identifier
- CFH0004583, ucf:45169
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004583
- Title
- EVALUATING AN ONLINE PERSONALIZED FAMILY-BASED INTERVENTION TO PROMOTE HEALTHY LIFESTYLE CHANGES.
- Creator
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Hayes, Sharon, Tantleff-Dunn, Stacey, University of Central Florida
- Abstract / Description
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The current study evaluated the initial feasibility, efficacy, and acceptability of a motivationally-tailored family-based intervention designed to promote the adoption of healthy lifestyle behaviors associated with physical activity and nutrition. Parents (N=132) of children 6 to 11 years old were randomly assigned to the intervention or control condition, and they completed a series of online questionnaires. Intervention participants (n=61) received a single motivationally-tailored feedback...
Show moreThe current study evaluated the initial feasibility, efficacy, and acceptability of a motivationally-tailored family-based intervention designed to promote the adoption of healthy lifestyle behaviors associated with physical activity and nutrition. Parents (N=132) of children 6 to 11 years old were randomly assigned to the intervention or control condition, and they completed a series of online questionnaires. Intervention participants (n=61) received a single motivationally-tailored feedback report via e-mail. Control participants (n=71) completed measures and immediately received information about a free online resource that provides information about healthy lifestyle behaviors (www.mypyramid.gov). Feasibility data indicate that an online feedback program has high dissemination potential (parents from 31 states participated). However, the current methodology is not sufficient in reaching families who are at greatest risk for developing chronic health conditions associated with obesity or low activity level. In general, the intervention was acceptable to parents. Outcome data revealed that the intervention and control groups did not differ significantly on most variables at one month follow-up. Exploratory analyses provided additional evidence for the importance of including parents and targeting parent-child interactions in the context of pediatric nutrition and physical activity interventions. Limitations and future directions are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003359, ucf:48438
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003359
- Title
- A RELATIONSHIP STUDY OF STUDENT SATISFACTION WITH LEARNING ONLINE AND COGNITIVE LOAD.
- Creator
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Bradford, George, Dziuban, Charles, University of Central Florida
- Abstract / Description
-
This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., ÃÂ"learningÃÂ") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the...
Show moreThis study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., ÃÂ"learningÃÂ") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the literature to find directions to fulfill the goal of this study. A survey was conducted and 1,401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p < .01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Components Analysis that suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Multiple opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made.
Show less - Date Issued
- 2010
- Identifier
- CFE0003164, ucf:48599
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003164
- Title
- The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners.
- Creator
-
Roberts, Shirdricka, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Campbell, Laurie, University of Central Florida
- Abstract / Description
-
The purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual...
Show moreThe purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual framework and address its research questions included Biddle's (1979) Role Theory, McClusky's Theory of Margin, Load and Power (1971) and Tinto's (1975, 1993, 2012) and Bean and Metzner's (1985) Theory of Persistence.The results of the study indicated: 1) The role management that adult learners employed while being a full-time or part-time student. 2) The challenges that adult learners had to address as it relates to their multiple roles and degree attainment. 3) The support systems that adult learners used to assist them in their efforts to role manage and persist towards graduation. 4) The motivations behind an adult learner's pursuit of an undergraduate degree.iii
Show less - Date Issued
- 2017
- Identifier
- CFE0006648, ucf:51220
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006648
- Title
- Classroom Error Climate: Teacher Professional Development to Improve Student Motivation.
- Creator
-
O'Dell, Sean, Gill, Michele, Cox, Dr. Thomas, Hoffman, Bobby, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
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Student motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and...
Show moreStudent motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and students react to and use errors in the classroom. A positive error orientation, one that views errors as opportunities to learn rather than punishments, may help improve students' emotions, self-efficacy, and future goal orientations, while aligning their beliefs in a more adaptive direction, thus reducing maladaptive academic motivation. A professional development design is proposed here to train teachers in using errors to the advantage of the learner by creating a positive error climate in their classrooms.
Show less - Date Issued
- 2015
- Identifier
- CFE0005856, ucf:50917
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005856
- Title
- Site-Embedded Professional Development as a Means to Increase Teachers' Sense of Efficacy: Lessons from a Middle School Quasi-Experimental Study.
- Creator
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Roy, Melissa, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Dehlinger, Robin, University of Central Florida
- Abstract / Description
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The purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive...
Show moreThe purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive-Affective Model of Conceptual Change (CAMCC) informed the design and interpretation of the intervention. A 33-item adaptation of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran and Hoy, 2007) served as a quantitative measure and was administered to teachers at Jordan Ridge Middle School as a pre- and post- test. The same measure was administered to teachers at a neighboring school with similar demographics as a post-test to serve as a comparison. Additionally, qualitative data were gathered in the form of survey open response questions as well as monthly end-of class reflections in order to further illuminate the quantitative findings. The study's findings indicate that providing targeted, responsive, collaborative professional learning opportunities to teachers in the context of their own school may favorably influence their sense of efficacy. This study has practical and theoretical implications for the ways in which K12 teachers are provided opportunities for professional learning and growth.
Show less - Date Issued
- 2016
- Identifier
- CFE0006383, ucf:51538
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006383
- Title
- Exploring the Experiences Contributing to the Success of High-Achieving Black Female Undergraduate Students at a Predominantly White Institution.
- Creator
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Watkins, Whitney, King, Kathy (Kathleen), Cintron Delgado, Rosa, Malaret, Stacey, Hopp, Carolyn, University of Central Florida
- Abstract / Description
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Much of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological...
Show moreMuch of the literature regarding Black students at predominantly White institutions (PWI) focuses on these students' academic difficulty, while there is far less attention paid to the performance of higher achieving Black students (Fries-Britt, 1998; Fries-Britt (&) Griffin, 2007). Therefore, this study explored the lived experiences of high-achieving Black female students, focusing particularly on the experiences which contribute to their success at a PWI. The qualitative phenomenological research design was used to highlight emergent themes revealed during the study. Eight purposely selected students participated in one-on-one semi structured interviews and a Sister Circle group process.The participants' stories were highlighted both independently and collectively, reflecting a wide range of sentiments. During the data analysis process, there were six themes that emerged from the data which highlighted the experiences which contributed to the students' success at a PWI. Those themes included: 1) Support, 2) Processing Situations, 3) Defining Success, 4) Involvement, 5) Motivation, and 6) Background. The emergent themes provided strategies and recommendations for Black female students, higher education practitioners, and institutions. These recommendations included areas regarding programming, retention and recruitment strategies, resource creation, and relationship building. Additionally, implications were made for future research initiatives. The data, coupled with the researcher's reflections served as the basis for the implications and recommendations for this study.
Show less - Date Issued
- 2017
- Identifier
- CFE0006821, ucf:51788
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006821
- Title
- Examining the Role of Music Streaming Motives, Social Identification, and Technological Engagement in Digital Music Streaming Service Use.
- Creator
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Bolduc, Heidi, Kinnally, William, Neuberger, Lindsay, Rubenking, Bridget, University of Central Florida
- Abstract / Description
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According to the Nielsen Music 360 Research Report, 67% of all music consumers in the United States used digital music streaming services to listen, discover, and share music online in 2014 (The Nielsen Company, 2014). As such, communications scholars and music industry professionals are beginning to recognize the importance of understanding the factors that influence digital music listener behavior. Therefore, this study proposes an expanded theory of planned behavior model (TPB) by...
Show moreAccording to the Nielsen Music 360 Research Report, 67% of all music consumers in the United States used digital music streaming services to listen, discover, and share music online in 2014 (The Nielsen Company, 2014). As such, communications scholars and music industry professionals are beginning to recognize the importance of understanding the factors that influence digital music listener behavior. Therefore, this study proposes an expanded theory of planned behavior model (TPB) by incorporating music streaming motives, social identification, and technological engagement into the original TPB model framework in an effort to gain a better understanding of people's intentions to use digital music streaming services as well as the amount of time spent listening to them. Results suggest that both the original TPB and expanded TPB models can be successfully applied within the context of digital music streaming service use. Specifically, attitudes as well as convenience emerged as positive contributors to intention to use digital music streaming services, while entertainment along with social identification, technological engagement, and behavioral intention emerged as positive contributors to streaming behavior. Additionally, information seeking and pass time emerged as negative contributors to these two behavioral outcomes. However, adding these additional components only improved the overall ability of the expanded model to predict streaming behavior. Both models also explained a larger percentage of intention to use digital music streaming services as compared to total time spent listening. As a result, this study implies the practical importance of understanding the fundamental differences between what drives listener intentions to use digital music streaming services as compared to what drives the actual amount of time listeners spend using digital music streaming services.
Show less - Date Issued
- 2016
- Identifier
- CFE0006266, ucf:51037
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006266
- Title
- A Study of Central Florida College Students' Acceptance of the Theory of Evolution, Microevolution, Macroevolution, and Human Evolution.
- Creator
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Schleith, David, Murray, Kenneth, Baldwin, Lee, Doherty, Walter, Everett, Robert, University of Central Florida
- Abstract / Description
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In order to study the teaching and learning of the theory of evolution and determine levels of acceptance of the theory of evolution among college students studying biology in Central Florida, the Inventory of Student Evolution Acceptance, I-SEA, was administered to over 500 university students enrolled in a biology course during the Fall 2016 term. An analysis of 489 completed surveys demonstrated strong overall acceptance of the theory of evolution (average score = 103 out of 120 total...
Show moreIn order to study the teaching and learning of the theory of evolution and determine levels of acceptance of the theory of evolution among college students studying biology in Central Florida, the Inventory of Student Evolution Acceptance, I-SEA, was administered to over 500 university students enrolled in a biology course during the Fall 2016 term. An analysis of 489 completed surveys demonstrated strong overall acceptance of the theory of evolution (average score = 103 out of 120 total possible). Of all students, 78% fell into the category of very high acceptance of the theory of evolution. Students who reported attending worship services weekly or more scored statistically significantly lower on the I-SEA than students who reported attending worship services less than weekly. The level of previous high school coursework in biology(-)whether honors, or advanced biology courses were taken-- did not translate into statistically significant differences in acceptance of evolution as measured by the I-SEA. Three subscales contained within the Inventory of Student Evolution Acceptance are designed to measure student acceptance of microevolution, macroevolution, and human evolution. Students demonstrate higher levels of acceptance of microevolution than macroevolution or human evolution. These findings serve to inform educational leaders and science educators regarding students' worldview and how worldview may inform what students accept as true and valid. The I-SEA serves as a useful educational tool to inform instructional decisions in the biology classroom.
Show less - Date Issued
- 2017
- Identifier
- CFE0006792, ucf:51818
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006792
- Title
- Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
- Creator
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Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
- Abstract / Description
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Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
Show less - Date Issued
- 2016
- Identifier
- CFE0006373, ucf:51537
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006373