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- Title
- PSYCHOLOGICAL DISTRESS AND SUBSTANCE USE AMONG COLLEGE STUDENTS.
- Creator
-
Messer, Katelynn, Ford, Jason, University of Central Florida
- Abstract / Description
-
Research indicates that young adults have relatively high rates of psychological distress and substance use. Research also suggests that psychological distress and substance use are correlated as individuals may turn to substance use as a coping mechanism for psychological distress. The goal of the current research is to examine the relationship between psychological distress and substance use among college students. A secondary question is to determine if the relationship between...
Show moreResearch indicates that young adults have relatively high rates of psychological distress and substance use. Research also suggests that psychological distress and substance use are correlated as individuals may turn to substance use as a coping mechanism for psychological distress. The goal of the current research is to examine the relationship between psychological distress and substance use among college students. A secondary question is to determine if the relationship between psychological distress and substance use is different for men and women. College students are a good sample for this research question for a number of reasons. First, more young adults are enrolled in college today than ever, with about 70% of high school graduates in 2011 enrolling in college the following fall. Second, research indicates that the prevalence of substance use is relatively high among college students and that young adults enrolled in college are at increased risk for certain types of substance use compared to their same age peers who do not attend college. Third, research indicates that college students are at greater risk for psychological distress compared to their same age peers who do not attend college. This may be due to the fact that college students are exposed to unique stressors that are likely to increase risk for psychological distress. The current research uses data from a sample of college students to examine the relationship between psychological distress and substance use. Several forms of substance use are included for the dependent variable. First, a measure of binge drinking is used based on the Harvard School of Public Health College Alcohol Study to measure binge drinking. Second, a measure of marijuana use is included. Third, a measure of prescription drug misuse is included based on the National Survey on Drug Use and Health. All substance use measures are coded 0 = No and 1 = Yes. The independent variable of interest is psychological distress, measured with Kessler's Psychological Distress Scale (K10). We also measure respondent's sociodemographic characteristics (e.g., age, gender, race/ethnicity) and correlates of substance use (e.g., Greek affiliation, peer substance use, and grades) to include as controls in our analysis. A positive correlation is expected between psychological distress and substance use, as respondents with higher levels of psychological distress will be more likely to report binge drinking, marijuana use, and prescription drug misuse. In addition, it is expected that the relationship between psychological distress and all forms of substance use is moderated by gender. The relationship between psychological distress and substance use is expected to be stronger for females. To test research hypotheses several logistic regression models are estimated.
Show less - Date Issued
- 2013
- Identifier
- CFH0004446, ucf:45083
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004446
- Title
- PERCEIVED STRESS, ADJUSTMENT, EMOTIONAL AND BEHAVIORAL FUNCTIONING, AND SELF-ESTEEM AMONG COLLEGE FRESHMAN AND THE ROLE OF PARENTAL SUPPORT.
- Creator
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Prentice, Sarah, Renk, Kimberly, University of Central Florida
- Abstract / Description
-
This current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in...
Show moreThis current study examined the relationships among Freshmen students' contact with their parents, stress, adjustment, emotional and behavioral functioning, and self-esteem. As part of this study, 121 ethnically diverse college Freshmen completed measures assessing the aforementioned variables. Analyses of variance suggested that college Freshmen varied in their ratings of these variables based on their gender and living situation(i.e., whether they lived on campus, in the community, or in their parents' home). Correlational analyses suggested that there were significant relationships among parental involvement and college students' stress, adjustment, emotional and behavioral problems, and self-esteem. Hierarchical regression analyses suggested that gender, living situation, parental support, and perceived stress were valuable predictors of college students' outcomes. This information will serve to provide insight into mechanisms by which parents can help foster more positive outcomes for their college students.
Show less - Date Issued
- 2013
- Identifier
- CFH0004441, ucf:45113
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004441
- Title
- DO THE RIGHT THING: THE ROLE OF PUBLIC SERVICE ADVERTISEMENTS ON THE BEHAVIORS OF CONTEMPORARY COLLEGE STUDENTS.
- Creator
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Jones, Jessica, Massiah, Carolyn, University of Central Florida
- Abstract / Description
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The purpose of this research is to investigate the relationship between public service advertising and the likelihood of Generation Y to react in the prescribed manner. Public service advertising can be paid or unpaid but is used to try and influence a particular audience to act in a prescribed manner. This research will be comparing two different types of message styles, argumentative and emotional, and two contemporary prominent issues, organ donation and prescription drug abuse. The two...
Show moreThe purpose of this research is to investigate the relationship between public service advertising and the likelihood of Generation Y to react in the prescribed manner. Public service advertising can be paid or unpaid but is used to try and influence a particular audience to act in a prescribed manner. This research will be comparing two different types of message styles, argumentative and emotional, and two contemporary prominent issues, organ donation and prescription drug abuse. The two issues are classified as either altruistic, where there is no direct benefit, or self-help, where the results are personal. Four different messages will be used: altruistic argumentative, altruistic emotional, self-help argumentative, and self-help emotional. Also, previous knowledge levels will be taken into account. All combined, the end results will measure the likelihood of an individual to perform the act, donate to the cause monetarily, or tell another person.
Show less - Date Issued
- 2012
- Identifier
- CFH0004268, ucf:44942
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004268
- Title
- THE IMPACT OF HIGHER EDUCATION ON THE JOB PREPAREDNESS AND JOB PERFORMANCE OF TURKISH NATIONAL POLICE OFFICERS.
- Creator
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BEYHAN, ERHAN, Martin, Lawrence, University of Central Florida
- Abstract / Description
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The Turkish National Police converted its 9-month Police Training Schools to 2-year college degree programs in 2001 in their pursuit to improve the quality of police officers' job performance, police job preparedness levels, and the police service as a whole. The purpose of this study is to investigate the actual benefits of this higher education policy by empirically measuring and comparing the job preparedness and job performance of police officers with higher education and police...
Show moreThe Turkish National Police converted its 9-month Police Training Schools to 2-year college degree programs in 2001 in their pursuit to improve the quality of police officers' job performance, police job preparedness levels, and the police service as a whole. The purpose of this study is to investigate the actual benefits of this higher education policy by empirically measuring and comparing the job preparedness and job performance of police officers with higher education and police officers without higher education. This study consists of two quantitative parts. The first part measured the job performance construct with multiple indicators, including performance evaluation scores, numbers of received official awards, and appreciation letters. The second part of the study measured the perception of officer's job preparedness levels through a self-report survey. The structural equation modeling technique was utilized to evaluate the latent constructs. A response rate of 55.5% was attained--500 out of 900. The study found that there were statistically significant positive relationships between police officers' level of education and job preparedness, as well as between police officers' level of education and job performance. Statistically significant relationships between jurisdiction sizes, assignment type, and perception of job performance with job performance and preparedness were also found. However, no significant relationships between gender, age, and marital status were identified with job performance and preparedness. Among the variables, education had the strongest influence on officers' job performance and preparedness. In addition, a negative relationship exists between officers' perception of self-performance ratings and observed job performance ratings, suggesting that officers that rated their job performance levels higher were actually the ones with lower observed job performance ratings. This study contributes to the body of knowledge on criminal justice and public policy not only in Turkey, but also internationally.
Show less - Date Issued
- 2008
- Identifier
- CFE0002237, ucf:47892
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002237
- Title
- Black Males In Programs For High Achievers At A Community College: Exploring The Qualitative Nature Of Academic Success.
- Creator
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Jones, Gerald, Cintron Delgado, Rosa, Owens, J. Thomas, Butler, Malcolm, Bosley, Michael, University of Central Florida
- Abstract / Description
-
Most of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The...
Show moreMost of the literature concentrating on Black males, focuses on retention problems that have gone unresolved. The purpose of this study was to explore qualitatively the nature of the academic success of Black males in programs for high achievers at a community college. A detailed literature review was completed, focusing on educational themes such as motivation, high achievers, persistence, and honors programs. The theoretical framework used was GRIT developed by Duckworth (2007). The researcher used a six-step process as suggested by Moustakas (1994) to determine results. In addition, interviews were conducted with seven Black males who were defined as high achievers. The following six themes were identified from this phenomenology approach: supporting family, starting early, guilt, involvement, no failure, and academic success.
Show less - Date Issued
- 2018
- Identifier
- CFE0007021, ucf:52040
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007021
- Title
- PLANNING FOR THE FUTURE: FLORIDA COMMUNITY COLLEGES' PREPARATIONS FOR THE ADVENT OF HIGH DEFINITION TELEVISION.
- Creator
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Wyly, Sharon, Tubbs, LeVester, University of Central Florida
- Abstract / Description
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Throughout the literature, researchers reported on the problems that post-secondary institutions have had with technology (Birchard, 2001; Green, 2003; Starrett & Rogers, 2003;). Given limited budgets and the need to train faculty and staff, many colleges have struggled to find a way to use technology to enhance, not hinder, pedagogy (Cuban, 2001; Oppenheimer, 2003). This study was conducted to examine the impact of the federally mandated change in the television standard to high definition...
Show moreThroughout the literature, researchers reported on the problems that post-secondary institutions have had with technology (Birchard, 2001; Green, 2003; Starrett & Rogers, 2003;). Given limited budgets and the need to train faculty and staff, many colleges have struggled to find a way to use technology to enhance, not hinder, pedagogy (Cuban, 2001; Oppenheimer, 2003). This study was conducted to examine the impact of the federally mandated change in the television standard to high definition television (HDTV) on Florida's community colleges. Surveys were sent to the chief technology officers of the 28 community colleges in Florida. Additionally, eight interviews were conducted in five of the institutions. From both the qualitative data and the quantitative data, a picture emerged of the institutions and the conversion status. Of the 17 survey respondents, 11 reported no plans for conversion. Of those that did have plans for conversion, few concrete details were reported. Instead, the representatives of the institutions seemed to believe that it was not necessary to make plans for the change to HDTV. Costs represented the major concern of the survey respondents with implementation and training listed as the second and third most important issues. Many participants from the community colleges had some thoughts about HDTV, but these were more on the departmental level rather than college-wide. HDTV was projected to become the television standard in February 2009. The long lead time on this innovation should have provided community colleges with time to plan. As revealed, however, community colleges in Florida failed to plan for change.
Show less - Date Issued
- 2008
- Identifier
- CFE0002005, ucf:47629
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002005
- Title
- Aliterate College Students: A Neglect of Reading or a New Type of Literacy?.
- Creator
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Wells, Crystal, Marinara, Martha, Bowdon, Melody, Young, Beth, University of Central Florida
- Abstract / Description
-
This study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(")...
Show moreThis study examines the literacy practices of college students in order to determine whether their reading habits are likely to detract from their future professions. Based on reports that many college students and individuals in general do not read regularly, this study examines numerous studies that focus on the reading habits of students and their attitudes toward reading. Findings show that a considerable number of students do not practice what many educators consider to be (")good(") reading habits; that is, they do not read approved print literature and texts regularly. This study also introduces the idea that perhaps students are supplementing traditional reading with engagement in new types of literacy, including digital literacy, which might still yield positive benefits that are commonly associated with reading in its traditional sense. Educators are called to adopt an expanded notion of literacy that would recognize the validity of new literacies in the lives of students. Viewing literacy in this way would promote literacy amongst students, providing them with valuable tools for their futures. Moreover, adopting an expanded definition of literacy would alter how aliteracy reports such as the ones discussed in this study would be assessed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004310, ucf:49485
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004310
- Title
- Examination of the Challenges Faced by Foreign-born Students in a State College that may Prolong/Prevent Graduation.
- Creator
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Soremi, Modupe, Hopp, Carolyn, Cox, Dr. Thomas, Vitale, Thomas, Joe, Richelle, University of Central Florida
- Abstract / Description
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This research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by...
Show moreThis research study stems from several reports indicating the increasing competitiveness of the world economy, the requirement of at least an associate degree in the fastest growing jobs in the U.S. labor market, and the unprecedented increase in the foreign-born population in the United States since the 1970s (U.S. Census Bureau Web, 2016; Bureau of Labor Statistics, Employment Projection, 2009; President's Council of Economic Advisers (CEA), 2009). Understanding the challenges faced by foreign-born students at state colleges will create an avenue for recommending solutions to many these challenges, thereby increasing their educational attainment and economic productivity, hence preparing more Americans for the competitive 21st century global market.Using a qualitative phenomenological approach, the researcher explored, interpreted, and described challenges faced by foreign-born students (FBS) in a State college that could prevent/prolong their graduation. In addition, the researcher solicited recommendations for improvement in order to gather the necessary information to inform the creation of a comprehensive support center to address the challenges identified. Pilot study data were collected from two sources including focus group discussions and survey. The survey was administered to all students enrolled in college credit classes at the college and two focus group discussions were held in 2017 spring semester. The result of the survey provided the preliminary data on FBS and collected information from those interested in further research participation via focus group discussions. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007).Using the College Impact Model and Socio-cultural theory as a framework, this pilot study found that foreign-born students experience social, academic, personal, organizational, and mentorship challenges. Based on participants' recommendations, the conclusion is for the college to provide more opportunities to engage with both faculty, staff, native students, and other FBS; provide proper advising; provide avenues for cultural engagement for all; provide financial advising; consolidate and publicize all resources available to support students at the college (such as information regarding the honors society, volunteer society…); offer formal and informal English classes to FBS; hire qualified staff with proper training to each department (for example, placement services, advisors…); and hire bi/tri- lingual staff. In phase II of this dissertation, an Academic and Social Engagement Center (ASEC) was created as a comprehensive support center for foreign-born students. It is the intent of the researcher that the findings from this study will inform and provide clear direction for programs and policy implementations that will enhance the success of foreign-born students at Victory State College.
Show less - Date Issued
- 2017
- Identifier
- CFE0006798, ucf:51820
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006798
- Title
- Playing Back Spirituality: Using Applied Theatre Practice for Spiritual Exploration an Meaningful Community Building in College.
- Creator
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Kinnebrew, Ann, Wood, Vandy, Listengarten, Julia, StClaire, Sybil, University of Central Florida
- Abstract / Description
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ABSTRACTHigher Education in the U.S. today is experiencing a theoretical and practical shift toward educating the (")whole person(") and to that end, is investigating ways to include spirituality in all facets of the academy. This requires focusing on the concept that (")in addition to material knowledge, spiritual, emotional, and ethical knowledge is imparted to students(") (Khan 2009). Many colleges and universities are searching for avenues to answer this call and better prepare students...
Show moreABSTRACTHigher Education in the U.S. today is experiencing a theoretical and practical shift toward educating the (")whole person(") and to that end, is investigating ways to include spirituality in all facets of the academy. This requires focusing on the concept that (")in addition to material knowledge, spiritual, emotional, and ethical knowledge is imparted to students(") (Khan 2009). Many colleges and universities are searching for avenues to answer this call and better prepare students as business, political and social leaders in a new millennia that defines religion very differently than it did twenty years ago. Today, students are exposed to a much wider array of organized religions from all over the globe. Additionally, the very definitions of religion and spirituality have undergone a seismic shift making it difficult for colleges to incorporate a religious or spiritual focus into curriculum.More and more people are cobbling together their own unique combinations of religious ideas, practices, experiences and core values from a variety of religious and non-religious sources. The term 'spirituality' is sometimes used to describe this new do-it-yourself faith...To be 'spiritual' understood in this sense, is to have deeply held convictions, and anyone can have those kinds of heartfelt allegiances. This new ambiguity about what counts as religion or spirituality makes it virtually impossible to keep religion out of higher education. (Jacobsen and Jacobsen 2012)Research on the subject of religion and spirituality indicates that this is a point of major concern for many young American college students who are searching for personal and social significance. (Arnett 2000a; Astin, et al. 2011; Jacobsen and Jacobsen 2012)iiiThis study asserts that college students enter a unique stage of development known as emerging adulthood (Arnett 2000a) that calls for increased focus on meaning making and identity formation. In an effort to meet the individual and institutional need for spiritual exploration, this study will offer specific applied theatre practices that connect theories in theatre, psychology, student development and leadership designed to serve the emerging adult population as part of a holistic educational vision. This study confirms the feasibility of such a program by a detailed examination of specific theatre techniques and, in particular, the adaptation of Playback Theatre as the most viable form for inner life exploration and campus community building. A formal investigation into the efficacy of theatrical methods is called for as validation of theories and practices offered here. It is my hope that this research will encourage campus-wide awareness of theatre's utility and application to a wider range of students. By recognizing the need to educate the (")whole person("), institutions of Higher Education can give students the best possible preparation for a full and meaningful adult life through theatre practices uniquely designed for the purpose of inner life exploration and awareness.Key Implications: new areas of application for Applied Theatre Studies; collaborative opportunities for college theatre departments and student services, expansion of campus wide-visibility and understanding of theatre arts, feasibility for attending to student inner life needs and student community building through theatre.
Show less - Date Issued
- 2016
- Identifier
- CFE0006128, ucf:51161
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006128
- Title
- Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.
- Creator
-
Ehrli, Hannah, Martin, Suzanne, Lue, Martha, Marino, Matthew, Diaz, Anna, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth...
Show moreThe purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students' perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
Show less - Date Issued
- 2015
- Identifier
- CFE0005791, ucf:50050
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005791
- Title
- Analysis of the Congruency between Educational Choices and Community College Student Degree Aspirations.
- Creator
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Quathamer, Mark, Owens, J. Thomas, Cintron Delgado, Rosa, Cox, Thomas, Marshall, Nancy, LAMB, ROBERT, University of Central Florida
- Abstract / Description
-
This research explored variables that influence community college student degree aspirations and students purpose for enrolling and pursuing specific degree types. The study was conducted using secondary data for students pursuing Associate in Arts, Associate in Science, and Bachelor of Applied Science degrees at a single community college. A logistic regression test was used to test graduate and baccalaureate degree aspirations of the entire sample of students and separately by degree type....
Show moreThis research explored variables that influence community college student degree aspirations and students purpose for enrolling and pursuing specific degree types. The study was conducted using secondary data for students pursuing Associate in Arts, Associate in Science, and Bachelor of Applied Science degrees at a single community college. A logistic regression test was used to test graduate and baccalaureate degree aspirations of the entire sample of students and separately by degree type. Significant predictors of degree aspirations included age, gender, credits enrolled in, participation in student groups, academic course planning, receipt of scholarship, and college GPA. In general, community college students had high degree aspirations. Younger students tended to be on the collegiate transfer track and older students tended to want to pursue baccalaureate degrees locally. In addition to having high degree aspirations, a large proportion of students attended the college for occupational purposes and created intermediate and long-term goals related to their academic aspirations. The findings of the research confirm findings of previous studies on college student degree aspirations, and add to the understanding of variables contribute to students' educational goals. Recommendations for practice and future research are presented.
Show less - Date Issued
- 2014
- Identifier
- CFE0005539, ucf:50327
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005539
- Title
- Evaluation of a digitally enhanced Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for use with mandated college students.
- Creator
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Fried, Abigail, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, Orr, Deborah, University of Central Florida
- Abstract / Description
-
Alcohol use has been a longstanding problem on college campuses. Despite the efforts National Institute on Alcohol Abuse and Alcoholism and the commissioned Task Force on College Drinking (2002), there has been a recent rise in the number of alcohol related arrests and violations on college campuses. Within the high-risk mandated student population, the most successful programs utilize motivational enhancement strategies, such as the Brief Alcohol Screening and Intervention for College...
Show moreAlcohol use has been a longstanding problem on college campuses. Despite the efforts National Institute on Alcohol Abuse and Alcoholism and the commissioned Task Force on College Drinking (2002), there has been a recent rise in the number of alcohol related arrests and violations on college campuses. Within the high-risk mandated student population, the most successful programs utilize motivational enhancement strategies, such as the Brief Alcohol Screening and Intervention for College Students (BASICS). Likely due to financial constraints, an important issue that has been raised is the limited availability of validated methods for alcohol prevention and intervention on college campuses. The purpose of this study was to examine the effectiveness of the digitally assisted Expectancy Challenge Alcohol Literacy Curriculum (ECALC) by direct comparison of the ECALC to an already well-established treatment (i.e., BASICS) in an effort to reduce problematic alcohol use and related negative consequences among mandated college students. The role of the digital enhancements is to decrease time and resources necessary for training facilitators and aid in widespread implementation. Analyses revealed significant reductions on all four positive alcohol expectancies subscales for those in the ECALC condition and a significant intervening effect for the expectancies of Sociability and Liquid Courage. Results also revealed that for both males and females, those in the ECALC condition demonstrated significantly greater reductions in frequency of alcohol use (i.e., number of drinking days per month) and comparable reductions in typical (i.e., mean BAC, average drinks per sitting, average drinks per week) and heavy alcohol use (i.e., peak BAC, peak drinks per sitting, number of binge episodes) at follow-up when compared to those in the BASICS condition.
Show less - Date Issued
- 2013
- Identifier
- CFE0004843, ucf:49712
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004843
- Title
- LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS.
- Creator
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Bellomo, Tom, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts...
Show moreStudents enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.
Show less - Date Issued
- 2005
- Identifier
- CFE0000444, ucf:46384
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000444
- Title
- A PREDICTIVE MODEL FOR BENCHMARKING ACADEMIC PROGRAMS (PBAP)USING U.S. NEWS RANKING DATA FOR ENGINEERING COLLEGES OFFERING GRADUATE PROGRAMS.
- Creator
-
Chuck, Lisa, Tubbs, LeVester, University of Central Florida
- Abstract / Description
-
Improving national ranking is an increasingly important issue for university administrators. While research has been conducted on performance measures in higher education, research designs have lacked a predictive quality. Studies on the U.S. News college rankings have provided insight into the methodology; however, none of them have provided a model to predict what change in variable values would likely cause an institution to improve its standing in the rankings. The purpose of this study...
Show moreImproving national ranking is an increasingly important issue for university administrators. While research has been conducted on performance measures in higher education, research designs have lacked a predictive quality. Studies on the U.S. News college rankings have provided insight into the methodology; however, none of them have provided a model to predict what change in variable values would likely cause an institution to improve its standing in the rankings. The purpose of this study was to develop a predictive model for benchmarking academic programs (pBAP) for engineering colleges. The 2005 U.S. News ranking data for graduate engineering programs were used to create a four-tier predictive model (pBAP). The pBAP model correctly classified 81.9% of the cases in their respective tier. To test the predictive accuracy of the pBAP model, the 2005 U.S .News data were entered into the pBAP variate developed using the 2004 U.S. News data. The model predicted that 88.9% of the institutions would remain in the same ranking tier in the 2005 U.S. News rankings (compared with 87.7% in the actual data), and 11.1% of the institutions would demonstrate tier movement (compared with an actual 12.3% movement in the actual data). The likelihood of improving an institution's standing in the rankings was greater when increasing the values of 3 of the 11 variables in the U.S. News model: peer assessment score, recruiter assessment score, and research expenditures.
Show less - Date Issued
- 2005
- Identifier
- CFE0000431, ucf:46377
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000431
- Title
- A PREDICTIVE MODEL FOR BENCHMARKING ACADEMIC PROGRAMS (PBAP) USING U.S. NEWS RANKING DATA FOR ENGINEERING COLLEGES OFFERING GRADUATE PROGRAMS.
- Creator
-
Chuck, Lisa, Tubbs, LeVester, University of Central Florida
- Abstract / Description
-
Improving national ranking is an increasingly important issue for university administrators. While research has been conducted on performance measures in higher education, research designs have lacked a predictive quality. Studies on the U.S. News college rankings have provided insight into the methodology; however, none of them have provided a model to predict what change in variable values would likely cause an institution to improve its standing in the rankings. The purpose of this study...
Show moreImproving national ranking is an increasingly important issue for university administrators. While research has been conducted on performance measures in higher education, research designs have lacked a predictive quality. Studies on the U.S. News college rankings have provided insight into the methodology; however, none of them have provided a model to predict what change in variable values would likely cause an institution to improve its standing in the rankings. The purpose of this study was to develop a predictive model for benchmarking academic programs (pBAP) for engineering colleges. The 2005 U.S. News ranking data for graduate engineering programs were used to create a four-tier predictive model (pBAP). The pBAP model correctly classified 81.9% of the cases in their respective tier. To test the predictive accuracy of the pBAP model, the 2005 U.S .News data were entered into the pBAP variate developed using the 2004 U.S. News data. The model predicted that 88.9% of the institutions would remain in the same ranking tier in the 2005 U.S. News rankings (compared with 87.7% in the actual data), and 11.1% of the institutions would demonstrate tier movement (compared with an actual 12.3% movement in the actual data). The likelihood of improving an institution's standing in the rankings was greater when increasing the values of 3 of the 11 variables in the U.S. News model: peer assessment score, recruiter assessment score, and research expenditures.
Show less - Date Issued
- 2005
- Identifier
- CFE0000576, ucf:46422
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000576
- Title
- THE INFLUENCE OF FAMILY COMMUNICATION STYLES ON CAMPUS EXPERIENCE IN COLLEGE-AGED CHILDREN.
- Creator
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Kjosa, Madison, Weger, Harry, University of Central Florida
- Abstract / Description
-
As an environment, the modern university setting is diverse and subject students to numerous challenges and opportunities that prepare them to enter careers, build families, and grow as an individual. Yet what a student experiences in college differs greatly and is shaped by internal and external factors in their environment, including campus participation, college self-efficacy, depression and stress. Prior research indicates the impact of family on how a student expresses each of these...
Show moreAs an environment, the modern university setting is diverse and subject students to numerous challenges and opportunities that prepare them to enter careers, build families, and grow as an individual. Yet what a student experiences in college differs greatly and is shaped by internal and external factors in their environment, including campus participation, college self-efficacy, depression and stress. Prior research indicates the impact of family on how a student expresses each of these variables (Schmidtgall, King, Zarski and Cooper, 2000; Bradbury and Mather, 2009; Hannum and Dvorak, 2004; Kenny and Donaldson, 1991; Lopez et al, 2001; Shaver and Mikulincer, 2006). However, there is one area of the family that has been scarcely studied in terms of campus experience influence: family communication patterns (FCPs). The present study sought to investigate this connection. Utilizing a survey-based design, 253 student participants were asked questions to identify the amount of conversation and conformity orientation present in their family unit, as well as levels of campus participation, college self-efficacy, depression and stress. Results indicated that conversation and conformity orientation in families were positively correlated with campus participation. Conversation orientation led to higher feelings of college self-efficacy and lower feelings of stress and depression. Conformity orientation had no correlation with experiencing stress or depression. The current study suggests that family communication does indeed influence multiple areas of a student's college experience, though conversation-oriented communication has a greater positive influence. Having a positive and communicative family environment allows students to get involved, lowers their risk of experiencing mental issues, and equips them to feel confident in their environment. However, the obedience and uniformity found in conformity orientation families instills structure in a student, which may help them avoid distractions and stay focused on schoolwork (Koerner and Fitzpatrick, 1997).
Show less - Date Issued
- 2018
- Identifier
- CFH2000423, ucf:45885
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000423
- Title
- THE IMPACT OF MOTIVATION ON PRE-COLLEGE LEVEL STUDENTS ENROLLED IN A LEARNING COMMUNITY AT AN HISTORICALLY BLACK COLLEGE/UNIVERSITY.
- Creator
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White, Jontoinette, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
It is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated...
Show moreIt is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated Measures One-Way ANOVA revealed a statistically significant difference in COMPASS score change between groups with the comparison group demonstrating a greater change than did the learning community group. In addition, Analysis of Covariance test was used to answer the research question regarding differences in final grades between the two groups. After adjusting for the COMPASS pre-test, there was no difference in final grades between groups. Using the Motivated Strategies for Learning Questionnaire (MSLQ), a Likert-type scale based on the Eccles et al. (1983) expectancy-value motivational model, three components of students motivation were investigated: task value, extrinsic value, and test anxiety. The Independent Samples t-Test was used to compare the means. There was a statistically significant mean difference in extrinsic value with the students enrolled in traditionally taught pre-college level English courses demonstrating more extrinsic motivation. There was a statistically significant mean difference in task value with students enrolled in the learning community demonstrating higher task value than the comparison group. Finally, there was a statistically significant mean difference in affect with students in the learning community group demonstrating more test anxiety. Conclusions and recommendations were presented for future research.
Show less - Date Issued
- 2010
- Identifier
- CFE0002992, ucf:47934
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002992
- Title
- HAVE YOU HEARD? PREDICTORS OF HPV AWARENESS AMONG A RANDOM SAMPLE OF COLLEGE STUDENTS.
- Creator
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Arrastia, Meagan, Rivera, Fernando, University of Central Florida
- Abstract / Description
-
College students have been identified as at high risk for contracting Human Papillomavirus (HPV) due to engaging in risky behaviors, such as binge drinking and unprotected sex. Before preventative measures like vaccination and condom usage can be promoted, awareness must be evaluated. A random sample of 438 college students was surveyed on their awareness of HPV using both paper and online surveying methods. Using binary logistic regression, HPV awareness was predicted using demographic...
Show moreCollege students have been identified as at high risk for contracting Human Papillomavirus (HPV) due to engaging in risky behaviors, such as binge drinking and unprotected sex. Before preventative measures like vaccination and condom usage can be promoted, awareness must be evaluated. A random sample of 438 college students was surveyed on their awareness of HPV using both paper and online surveying methods. Using binary logistic regression, HPV awareness was predicted using demographic measures. The majority of the sample reported having heard of HPV before. Sexually active respondents and females were significantly more likely to report awareness. Non-whites and first-generation college students were also more likely to report awareness. These demographic predictors will help identify groups needing educational and HPV intervention programs. Implications and further research is discussed.
Show less - Date Issued
- 2009
- Identifier
- CFE0002640, ucf:48208
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002640
- Title
- The Impact of Moving From SACS Level I to Level II Status on Faculty Employment in the Florida College System.
- Creator
-
Broeker, Christine, Owens, James, Cintron Delgado, Rosa, Cox, Thomas, Boyd, Tammy, Albritton, Frank, University of Central Florida
- Abstract / Description
-
The State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor's degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida's regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that...
Show moreThe State of Florida legislatively authorizes Florida community colleges to confer workforce-oriented bachelor's degrees. As part of the legislation, community colleges are required to achieve Level II (baccalaureate-granting) status through Florida's regional accreditor, the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC). When moving from SACS Level I to II, former community colleges need to meet the SACS CS 3.7.1 (Qualified Faculty), which requires that faculty who teach baccalaureate courses hold the minimum of a master's degree in field. Further complicating matters, as baccalaureate granting institutions, colleges must also comply with CS 3.5.4, requiring 25% of course hours in the baccalaureate degree major to be taught by terminally-degreed faculty. The purpose of this study was to identify what issues related to faculty credentials, if any, have been observed by Florida's community colleges as part of the process to gain SACS-COC Level II status. Results were analyzed through the lens of Travis Hirschi's Social Control Theory. The results of this study indicate that colleges have reported changes in faculty employment after implementing the community college baccalaureate. The most common types of changes included requirements for faculty to complete additional graduate coursework and moving faculty to different programs with different conditions for credentialing. Other types of changes reported included faculty terminations and retirements. The study found strong evidence supporting the notion that finding terminally-degreed faculty is a problem for institutions moving from Level I to Level II status particularly in the fields of nursing and computer science/information technology. The findings indicate that as Florida's community college baccalaureate programs continue to expand, colleges will need to find creative solutions to address SACS CS 3.5.4 requirement of terminal degrees for faculty.?
Show less - Date Issued
- 2013
- Identifier
- CFE0004979, ucf:49597
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004979
- Title
- A comparison of final grade outcomes of veterans enrolled in English I through online and face-to-face instructional modalities at a public four-year college.
- Creator
-
Hoke, Thomas, Taylor, Rosemarye, Cox, Dr. Thomas, Baldwin, Lee, Marshall, Nancy, University of Central Florida
- Abstract / Description
-
Since the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally...
Show moreSince the passing of the first GI Bill in 1945, the community college, now two-and-four-year college, has provided access to veterans in pursuit of postsecondary education. As the college system has grown and expanded during the second half of the 20th Century, online learning has become increasingly important to the development of four-year colleges. Research into online learning has yet to reach an agreement on its effectiveness compared to traditional face-to-face instruction. Additionally, little research into the academic outcomes of veterans taking courses through use of the online instructional modality has been conducted. To address this gap, the current study used the Theory of Student Integration (Tinto, 1975) and three research questions to explore these gaps. A quasi-experimental design was applied to investigate three research questions: (a) how do the academic outcomes of veterans, as measured by final grades, of veterans enrolled in an online version of English I (ENC 1101), compare with veterans enrolled in a face-to-face version of the same course with and without consideration of gender? (b) How do the academic outcomes, as measured by final grades, of veterans compare to nonveterans in both online and face-to-face versions of the course English I (ENC 1101) with and without consideration of gender? (c) What ability, if any, do instructional modality, veteran status, and age have in predicting final grade outcomes in the course English I (ENC 1101)? Archival data were gathered from a public, four-year state college in Florida of final grade outcomes and student demographics for course ENC 1101 for academic years 2012-2013, 2013-2014, and 2014-2015. Demographic data included: (a) age, (b) veteran status, (c) gender, and (d) instructional modality. Participants examined for this study were veteran and nonveterans enrolled in the course English I (ENC 1101) in two instructional modalities: online (n = 2,080) and face-to-face (n = 17,415). Additionally, participants were examined as groups of veterans (n = 544) and nonveterans (n = 18,951). Quantitative analysis utilizing independent samples t-tests of the archival data revealed that veterans earned statistically significant different final grade outcomes between the two instructional modalities t(55.65) = 2.18, p = .03. Veterans enrolled in the face-to-face version of ENC 1101 performed significantly better (M = 2.44, SD = 1.48) compared to veterans in the online version (M = 1.90, SD = 1.67). No significant differences were found when comparing final grade outcomes within gender across instructional modalities. Independent samples t-tests of the data revealed no statistically significant differences between the final grade outcomes of veterans and nonveterans within the face-to-face, t(17,413) = 0.25, p = .80, or online instructional modality, t(2.078) = 0.94, p = 0.35. Statistically significant differences were found between male veterans and nonveterans within the face-to-face modality, t(8,086) = -2.56, p = .01. Male veterans in the face-to-face instructional modality had statistically significant higher final grade outcomes (M = 2.48, SD = 1.47) compared to male nonveterans (M = 2.28, SD = 1.48). Additionally, statistically significant differences between female veterans and nonveterans within the face-to-face instructional modality were found, t(9,138) = 2.16, p = .03. The final grade outcomes of female nonveterans were significantly higher (M = 2.60, SD = 1.46) than those of female veterans (M = 2.30, SD = 1.50) in the face-to-face modality. No statistically significant differences were comparing the final grade outcomes from the online modality of veterans and nonveterans by gender.Multiple linear regressions were used to determine what relationship age, veteran status, and instructional modality had on final grade outcome. Analysis revealed that age and instructional modality were statistically significant in predicting final grade outcome, while veteran status was not, F(3, 19,491) = 85.07, p (<) .001. The model predicts that older students will earn higher final grade outcomes than younger student in the face-to-face instructional modality regardless of veteran status.Throughout the 20th and 21st Centuries, the four-year college has continued to grow in both number and program offerings. This growth has helped the four-year college to remain a leading source of postsecondary educational opportunities for veterans. With the development of online learning technology in the late 20th Century, four-year colleges have utilized this new technology to provide opportunities to larger groups of students than they had previously been able to reach. However, the effectiveness of this instructional modality has yet to be fully ascertained when compared to face-to-face instruction, especially for veterans, a population that has demonstrated at-risk characteristics (Kasworm, 2005). The findings of this study provide implications for four-year college administrators, instructors, and educational researchers to continue working to support veterans as they enter higher education.
Show less - Date Issued
- 2017
- Identifier
- CFE0006602, ucf:51280
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006602
