View All Items

Title: AN EXPLORATORY QUANTITATIVE AND QUALITATIVE ANALYSIS OF STUDENT PERFORMANCE IN SINGLE-GENDER CLASSROOMS IN ONE FLORIDA ELEMENTARY SCHOOL: 2006-2009.
Creator: Haynes, Lloyd, Taylor, Rosemarye, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and...
Show moreABSTRACT The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).
Show less
Date Issued: 2011
Identifier: CFE0003885, ucf:48745
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003885

Title: CLASS SIZE REDUCTION: IS IT WORTH THE COST?A META-ANALYSIS OF THE RESEARCH.
Creator: Camacho, Christopher, Holt, Larry, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed...
Show moreABSTRACT The purpose of this study was to investigate whether ethnicity, gender, grade level and content area mediate the relationship between class size and student achievement. Twenty six educational research studies were collected for this meta-analysis. A meta-analytical approach using like data sets were used to report the most accurate information. Fixed and random effect models were used to ensure the distribution across different studies. A total of three studies were meta-analyzed for this research. The studies included in this research examined class size and student achievement for students in grades K-7. This research examined whether there was a mediating effect on ethnicity, gender, grade level, and content area in the class size and student achievement studies collected and correlated. The results indicate that smaller class size does have a positive impact on student achievement when mediated by ethnicity, grade level, and content area. When examining ethnicity as a mediating factor, a stronger correlation exists for minority students than for whites. When examining grade level as a mediating factor results indicate that a stronger correlation exist for lower grades K-3 than upper grades 4-7. A stronger correlation is present in the content area of reading as compared to other content areas when it was used as a mediating factor. When examining gender as a mediating factor, the largest effect sizes were reported for females in reading as opposed to males in math, both for first grade. These results correlate with those presented in other mediator sections of the study. The results found in this research will contribute to the literature concerning class size and student achievement and will help inform educational policy makers regarding class size as an educational issue.
Show less
Date Issued: 2006
Identifier: CFE0001029, ucf:46813
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001029

Title: Industrial socialism.
Creator: Haywood, Big Bill, Bohn, Frank
Date Issued: 1911
Identifier: 334777, CFDT334777, ucf:5178
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/334777

Title: British workers in the war.
Creator: Kuczynski, Jürgen, Heinemann, M.
Date Issued: 1943
Identifier: 370512, CFDT370512, ucf:5512
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/370512

Title: Build a labor party now.
Creator: Clarke, George
Date Issued: 1946
Identifier: 370513, CFDT370513, ucf:5513
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/370513

Title: HOLY BOOKS OR POCKET BOOKS? CLASS AND VALUES IN AMERICAN POLITICS.
Creator: Keaton, Matthew, Knuckey, Jonathan, University of Central Florida
Abstract / Description: There has been much speculation recently as to the political effect that "moral values" have on Americans and much research has shown inconclusive results as far as the effect of class. This paper aims to study how class and values, including moral values and postmaterialist values, interact with politics in the United States. The analyses performed to determine these effects include crosstabulation and logistical regressions and will include data from the National Election Studies (NES). It...
Show moreThere has been much speculation recently as to the political effect that "moral values" have on Americans and much research has shown inconclusive results as far as the effect of class. This paper aims to study how class and values, including moral values and postmaterialist values, interact with politics in the United States. The analyses performed to determine these effects include crosstabulation and logistical regressions and will include data from the National Election Studies (NES). It is found that postmaterialist values have little effect on political behavior but in separate analyses, class and moral values have increasing influences on vote choice and partisan identification. It is also determined that moral values currently has more influence on presidential votes, but there is no clear indication that values are consistent indicators of House vote choice or partisan identification.
Show less
Date Issued: 2006
Identifier: CFE0001319, ucf:47028
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001319

Title: WHAT IS COLLEGE-LEVEL WRITING? -THE COMMON GROUND FROM WHICH A NEW SECONDARY – POST SECONDARY COMPOSITION PARTNERSHIP CAN BE FORMED.
Creator: Berger, Nancy, Bell, Kathleen, University of Central Florida
Abstract / Description: In the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe...
Show moreIn the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe they are instilling in their college-bound students the writing skills required by post-secondary institutions. The students, meanwhile, show up in first-year composition classes to find not only have they not been prepared for college-level writing, they haven't the faintest idea what college-level writing is. Our students have more writing demands on them now than ever before -- both in and outside of academia -- what past CCCC president, Douglas D. Hesse, terms "obliged" and "self-sponsored" writing (349). The job market has gone global and careerism is a reality for the college graduates of today. Yet, college writing instruction represents the last chance students have to learn the rhetorical traditions behind the writing skills, along with the realization that without an understanding of process and purpose, the products they do produce will never reach full potential. It is this seemingly dichotomic relationship between the "global village" job market and the rhetorical tradition that has created the exigence for this research. This study examines twelfth grade English and first-year college composition instruction from the three perspectives comprising the College Writing Contact Zone rhetorical triangle (practitioners-professional organizations-textbooks). Following the model of analysis used by Patrick Sullivan and Howard Tinberg in What is "College-Level" Writing, essays and articles written by high school teachers and first-year composition instructors involved in the "what is college-level writing?" conversation are discussed, examining each for the common threads running throughout their different viewpoints. The curricula at both the 12th grade high school and first-year college levels is also researched, in light of the mandates instituted by the professional organizations of the discipline (the NCTE and CCCC). Specifically examined are the roles these respective professional organizations played in the evolution of 12th grade high school English classes and the first-year college composition course, as we know them today. Finally, the textbooks, which inform the curricula of 12th grade high school English and first-year college composition, are investigated in regards to scope and sequence, assumptions, and authorship. The learning theories driving the textbooks are then used to construct the definition of college-level writing from the perspective of textbook publishers. The answer to the "What is college-level writing?" question emerging from this research is not what one might expect. College-level writing, as an entity, does not exist because college-level writing is the result of college-level discourse literacy. Since first year college students must step outside their comfort zone into Pratt's contact zone, perhaps, "instead of asking how to make high school writing prepare students for college writing ,. . ." we should be asking what literacy looks like"(Thompson 80). Making students aware of the different discourse communities in existence at the college level (Hesse's self-sponsored and obliged) is the first step in their being able to learn what writing is considered appropriate within each discourse community. What is needed is a new paradigm in the form of a transitional composition class that cultivates students as critically thinking writers who are the experts of their own thoughts and ideas. Whether this class belongs in the twelfth grade curriculum or the first-year college curriculum needs to be determined, but its absence is the missing link responsible for the non-transference of writing skills from the high school to the college level, as well as the non-transference of writing skills beyond the first-year composition class within academia. Our high schools, recognizing the fact that all of their twelfth grade English students are not going on to college, teach the writing skills and reading analyses needed for post-secondary school life – whatever that may be. First-year composition instructors assign their essays and research papers expecting their students to already be well-versed in the self-sponsored and obliged discourses of the academy – but they are not. The contact zone is created and the conflict begins because students need to access those discourses if they are to start creating self-sponsored knowledge of their disciplines. It is this 'knowing,' this created knowledge, that transforms our students into writers; the writers for whom we are the stewards.
Show less
Date Issued: 2007
Identifier: CFE0001878, ucf:47419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001878

Title: IDENTIFYING UNDERGRADUATE STUDENT'S MOTIVATION TO ATTEND TUTORING FOR GENERAL CHEMISTRY COURSES.
Creator: Hyacinthe, Alexis C, Saitta, Erin, University of Central Florida
Abstract / Description: General Chemistry II is a common chemistry course that is required for professional school such as, medical, dental, optometry schooling. Considering that it historically has a high drop, fail, withdrawal rate, it is surprising that less than 10% of students in chemistry II attend tutoring at the Student Academic Resource Center (SARC). In this tutoring center, sessions are led by students who have excelled previously in that specific course. The objective of this research is to investigate...
Show moreGeneral Chemistry II is a common chemistry course that is required for professional school such as, medical, dental, optometry schooling. Considering that it historically has a high drop, fail, withdrawal rate, it is surprising that less than 10% of students in chemistry II attend tutoring at the Student Academic Resource Center (SARC). In this tutoring center, sessions are led by students who have excelled previously in that specific course. The objective of this research is to investigate the relationship between student motivation and attendance in SARC peer tutoring sessions for chemistry II. More precisely, to better understand the connection between those who have a motivation of getting a good grade and learning the material and those who attend tutoring. In order to gain insight on a student's motivation to attend sessions in SARC, a survey was distributed to those taking the class currently. Two modes were used including paper survey and online. Findings from this investigation will lead to suggestions to increase SARC chemistry tutoring attendance which could positively impact the success of STEM students on UCF's campus.
Show less
Date Issued: 2018
Identifier: CFH2000330, ucf:45862
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000330

Title: Attitudinal Trends in Support for Police Use of Force Before and After Ferguson.
Creator: Dennison, TaShanda, Donley, Amy, Reckdenwald, Amy, Gay, David, University of Central Florida
Abstract / Description: Since the 2014 death of an unarmed black teenager, Michael Brown by a white Fergusonpolice officer, there has been a string of similar incidents that have occurred in a relatively shortperiod of time. These high profile incidents of police officers using questionable amounts offorce have shaken public trust in law enforcement. Studies have shown that public confidence inlaw enforcement often erodes drastically following heavily publicized, controversial mediareports of police misconduct (Tuch...
Show moreSince the 2014 death of an unarmed black teenager, Michael Brown by a white Fergusonpolice officer, there has been a string of similar incidents that have occurred in a relatively shortperiod of time. These high profile incidents of police officers using questionable amounts offorce have shaken public trust in law enforcement. Studies have shown that public confidence inlaw enforcement often erodes drastically following heavily publicized, controversial mediareports of police misconduct (Tuch and Weitzer 1997; Weitzer 2002). The current levels ofpublic outrage in response to allegations of police brutality have surpassed the levels of outragethat followed similar, highly publicized incidents in previous decades (Lawrence 2000; Weitzer2015). Scholar suggest that recent events, may have a longer-term impact than those in previousdecades (Lawrence 2000; Weitzer 2002). This study seeks to extend the current literature oncitizens' interpretations of police violence and how, if at all it is impacted by highly-publicizedincident of police misconduct. Specifically, the current research uses a national sample tocompare citizens' endorsement of police use of force before and after the 2014 death of MichaelBrown. Overall, the results from a series of logistic regression analyses found that publicattitudes toward police use of force are multifaceted and are shaped by a variety of individualand contextual level variables. Race/ethnicity was determined to be the strongest predictor ofcitizens' endorsement for police violence. It was also revealed that attitudinal support variesdepending on the situational-context surrounding police/citizen interactions.
Show less
Date Issued: 2018
Identifier: CFE0006992, ucf:51616
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006992

Title: a priori synthetic sampling for increasing classification sensitivity in imbalanced data sets.
Creator: Rivera, William, Xanthopoulos, Petros, Wiegand, Rudolf, Karwowski, Waldemar, Kincaid, John, University of Central Florida
Abstract / Description: Building accurate classifiers for predicting group membership is made difficult when data is skewedor imbalanced which is typical of real world data sets. The classifier has the tendency to be biased towards the over represented group as a result. This imbalance is considered a class imbalance problem which will induce bias into the classifier particularly when the imbalance is high.Class imbalance data usually suffers from data intrinsic properties beyond that of imbalance alone.The problem...
Show moreBuilding accurate classifiers for predicting group membership is made difficult when data is skewedor imbalanced which is typical of real world data sets. The classifier has the tendency to be biased towards the over represented group as a result. This imbalance is considered a class imbalance problem which will induce bias into the classifier particularly when the imbalance is high.Class imbalance data usually suffers from data intrinsic properties beyond that of imbalance alone.The problem is intensified with larger levels of imbalance most commonly found in observationalstudies. Extreme cases of class imbalance are commonly found in many domains including frauddetection, mammography of cancer and post term births. These rare events are usually the mostcostly or have the highest level of risk associated with them and are therefore of most interest.To combat class imbalance the machine learning community has relied upon embedded, data preprocessing and ensemble learning approaches. Exploratory research has linked several factorsthat perpetuate the issue of misclassification in class imbalanced data. However, there remainsa lack of understanding between the relationship of the learner and imbalanced data among thecompeting approaches. The current landscape of data preprocessing approaches have appeal dueto the ability to divide the problem space in two which allows for simpler models. However, mostof these approaches have little theoretical bases although in some cases there is empirical evidence supporting the improvement.The main goals of this research is to introduce newly proposed a priori based re-sampling methodsthat improve concept learning within class imbalanced data. The results in this work highlightthe robustness of these techniques performance within publicly available data sets from differentdomains containing various levels of imbalance. In this research the theoretical and empiricalreasons are explored and discussed.
Show less
Date Issued: 2015
Identifier: CFE0006169, ucf:51129
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006169

Title: THE EFFECTIVENESS OF POST-SECONDARY WEB BASED COMMUNICATION IN THE UNIVERSITY OF CENTRAL FLORIDA'S ONLINE EDUCATIONAL SETTING.
Creator: Hinchman, Brandon, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: While technology continues to advance, so do methods of learning. In post-secondary education during the twentieth century, the traditional classroom setting was geared toward auditory instruction and face-to-face peer interaction. Not only was this the most efficient means of instruction for the time period but the only means. Along with the advent of communication technology came the concept of Web courses. Web courses have expanded the means by which students can experience course lectures...
Show moreWhile technology continues to advance, so do methods of learning. In post-secondary education during the twentieth century, the traditional classroom setting was geared toward auditory instruction and face-to-face peer interaction. Not only was this the most efficient means of instruction for the time period but the only means. Along with the advent of communication technology came the concept of Web courses. Web courses have expanded the means by which students can experience course lectures and have beckoned the use of updated media by which such lectures can take place. Such media include threaded discussions, chat rooms and e-mail. At the University of Central Florida, the gradual change from WebCT to Webcourses offered students more direct contact with updated threaded discussions and more centralized communication on the whole. The quality of such communication measures has been in question, though, and the effectiveness of such online communication methods is the focus of my research.
Show less
Date Issued: 2009
Identifier: CFE0002749, ucf:48147
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002749

Title: CLASS F AND INVERSE CLASS F POWER AMPLIFIER SUBJECT TO ELECTRICAL STRESS EFFECT.
Creator: Skaria, Giji, Yuan, Jiann, University of Central Florida
Abstract / Description: This study investigated the Class F and inverse Class F RF power amplifier operating at 5.8 GHz. The major challenging issue in design and implementation of CMOS power transistor is the breakdown voltage especially in sub-micron CMOS technologies. In order to eliminate this problem a Cascode topologies were implemented to reduce the Drain-to-Source voltage (stress). A Cascode Class F & Inverse Class F RF power amplifier were designed, and optimized in order to improve efficiency and...
Show moreThis study investigated the Class F and inverse Class F RF power amplifier operating at 5.8 GHz. The major challenging issue in design and implementation of CMOS power transistor is the breakdown voltage especially in sub-micron CMOS technologies. In order to eliminate this problem a Cascode topologies were implemented to reduce the Drain-to-Source voltage (stress). A Cascode Class F & Inverse Class F RF power amplifier were designed, and optimized in order to improve efficiency and reliability using 0.18[micro]m CMOS technology process. A 50% decrease in the stress has been achieved in the Cascode class-F and Inverse class F amplifiers. The sensitivity and temperature effect were investigated using BSIM-4 model. Such an amplifier was designed and optimized for a good sensitivity. A substrate bias circuit was implemented to achieve a good sensitivity. Recommendations were made for future advancements for modification and optimization of the class F and inverse class F circuit by the application of other stress reduction strategies, and improvement of the substrate bias circuit for a better sensitivity.
Show less
Date Issued: 2011
Identifier: CFE0004030, ucf:49161
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004030

Title: Labor's stake in Peace.
Creator: American Friends Service Committee
Date Issued: 1960
Identifier: 1927058, CFDT1927058, ucf:4811
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/1927058

Title: The bourgeois revolution: The political birth of capitalism.
Creator: Plekhanov, Georgiĭ Valentinovich, Kahn, Henry, Aveling, Eleanor Marx
Date Issued: 1955
Identifier: 2683396, CFDT2683396, ucf:5075
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/2683396

Title: Ireland's fight for freedom and the Irish in the U.S.A.
Creator: Murray, Sean, Irish Workers' Club, New York
Date Issued: 1934
Identifier: 671417, CFDT671417, ucf:5584
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/671417

Title: Capital and labor.
Creator: Petersen, Arnold, Socialist Labor Party
Date Issued: 1946
Identifier: 370518, CFDT370518, ucf:5518
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/370518

Title: Housing under capitalism.
Creator: Hill,Sidney
Date Issued: 1935
Identifier: 369237, CFDT369237, ucf:5406
Format: Document (PDF)
PURL: http://purl.flvc.org/FCLA/DT/369237

Title: HOW DEFENDANT CHARACTERISTICS AFFECT SENTENCING AND CONVICTION IN THE US.
Creator: Kuenzli, Payton, Edwards, Barry, University of Central Florida
Abstract / Description: This research study analyzes whether or not there is any relationship between sentencing and conviction and certain defendant characteristics in the US legal system. In the midst of a time where the nation is strongly divided politically, the topic is often the center of research projects and discussions in academic journals. Specifically, this research explores the 3 characteristics- race, gender, and socioeconomic status. Within this article, multiple case studies from other journals are...
Show moreThis research study analyzes whether or not there is any relationship between sentencing and conviction and certain defendant characteristics in the US legal system. In the midst of a time where the nation is strongly divided politically, the topic is often the center of research projects and discussions in academic journals. Specifically, this research explores the 3 characteristics- race, gender, and socioeconomic status. Within this article, multiple case studies from other journals are cited in which research and experiments have suggested that these factors do have influence on both whether or not a defendant gets convicted or for how long the defendant is sentenced. With these cases in mind, we try to test the theory for ourselves in a survey experiment amongst college students. The survey tests cases with instances of academic dishonesty in university with the defendant characteristics being manipulated for race, gender, and socioeconomic status. However, the results were inconclusive of any sort of link between those characteristics and the "sentencing" in the study.
Show less
Date Issued: 2018
Identifier: CFH2000334, ucf:45740
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000334

Title: DETERMINING COMMON PATTERNS OF GASTROINTESTINAL HEALTH IN EMERGING ADULTS: A LATENT CLASS ANALYSIS APPROACH.
Creator: Vivier, Helize, Cassisi, Jeffrey E., University of Central Florida
Abstract / Description: Emerging adulthood is often-overlooked in current gastrointestinal (GI) health research; however, epidemiological evidence suggests that GI disorders are increasing in this population. The purpose of this study was to first define common GI symptom subgroups within emerging adults and then to characterize these group differences with key biopsychosocial factors encompassing diet, depression and anxiety symptoms, as well as physical and social functioning related to quality of life. A total of...
Show moreEmerging adulthood is often-overlooked in current gastrointestinal (GI) health research; however, epidemiological evidence suggests that GI disorders are increasing in this population. The purpose of this study was to first define common GI symptom subgroups within emerging adults and then to characterize these group differences with key biopsychosocial factors encompassing diet, depression and anxiety symptoms, as well as physical and social functioning related to quality of life. A total of 956 emerging adults from a southeastern US university were surveyed on GI symptoms, psychosocial factors, and demographics. Latent class analysis uncovered three statistically significant GI symptom patterns within the sample identified by the degree of severity: Normal (n=649), Mild (n=257), and Moderate (n=50). This study demonstrated that significant impairment in GI functioning emerges at much earlier ages that are commonly assumed. In addition, these GI symptom levels were associated with important biopsychosocial factors. Assessing GI functioning in emerging adults may provide important insights into understanding the development of FGIDs.
Show less
Date Issued: 2019
Identifier: CFH2000461, ucf:45919
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000461

Title: THE RELATIONSHIP BETWEEN SUBSTANCE USE AND SOCIAL CLASS AMONG COLLEGE STUDENTS.
Creator: Little, Kelcey, Wright, Chrysalis L., University of Central Florida
Abstract / Description: Alcohol and substance use among a college population has become a norm for our society. Even more intriguing are the possible factors that may lead to use and abuse of alcohol and substances. The purpose of the current study was to examine the relationship between multiple participant characteristics (i.e., ethnicity, gender, year in college, socioeconomic status) and alcohol and substance use. A total of 902 participants from the University of Central Florida answered multiple questionnaires...
Show moreAlcohol and substance use among a college population has become a norm for our society. Even more intriguing are the possible factors that may lead to use and abuse of alcohol and substances. The purpose of the current study was to examine the relationship between multiple participant characteristics (i.e., ethnicity, gender, year in college, socioeconomic status) and alcohol and substance use. A total of 902 participants from the University of Central Florida answered multiple questionnaires via the Sona system. Items in the questionnaires included topics such as demographic variables, social class variables, and items regarding alcohol and substance use in the past thirty days. The majority of participants were white females with an average age of 21.58. This study hypothesized that participants who identify as white males, those classified as a junior or senior in class standing, as well as those in a higher socioeconomic status would be more likely to report alcohol and substance use when compared to other participants. The current study also sought to assess how these different factors combine to best predict alcohol and substance use among a college sample. Data in the study was analyzed using SPSS in which correlations, t-tests, and an ANOVA were used to determine how participant characteristics and alcohol and substance use among college students are related. Linear regression analyses were conducted as well to determine how different participant characteristics can combine to best predict alcohol and substance use among college students. Results indicated that those participants whom identify as being white males, participants in a higher socioeconomic status, and, participants in later years of college are more likely to partake in alcohol and substance use. Results also indicated that the main factors that predicted alcohol and substance use are social class and year in college.
Show less
Date Issued: 2016
Identifier: CFH2000019, ucf:45579
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000019

Working class (20)	+ -
Labor (17)	+ -
History (6)	+ -
Socialism (6)	+ -
class (5)	+ -

gender (5)	+ -
Communism (4)	+ -
race (4)	+ -
Economic conditions (3)	+ -
Labor unions (3)	+ -
CLASS (2)	+ -
Class (2)	+ -
Classroom Quality (2)	+ -
Florida (2)	+ -
Gender (2)	+ -
Labor and laboring classes (2)	+ -
Middle class (2)	+ -
Political activity (2)	+ -
Politics and government (2)	+ -
Race (2)	+ -
Travel (2)	+ -
Victorian (2)	+ -
World politics (2)	+ -
class size (2)	+ -
motivation (2)	+ -
online class (2)	+ -
social class (2)	+ -
social presence (2)	+ -
0.18[micro]m (1)	+ -
1920-1929 (1)	+ -

ETD Collection (26)	+ -
PRISM: Political & Rights Issues & Social Movements (24)	+ -
Honors Collection (7)	+ -

United States (11)	+ -
Great Britain (3)	+ -
Soviet Union (2)	+ -
Brazil (1)	+ -
Europe (1)	+ -

France (1)	+ -
Germany (1)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Geographic Subject

Temporal Subject

Genre

Type of Resource

Language

Creator

Format

Owner

1865-1918 (1)	+ -
1889- (1)	+ -
1917-1936 (1)	+ -
1918-1945 (1)	+ -
1933-1945 (1)	+ -