Current Search: College (x)
Pages
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Title
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The relationship between first generation college students' levels of public and personal stigma, social support, perceived discrimination, and help-seeking attitudes.
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Creator
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Kim, Nayoung, Taylor, Dalena, Lambie, Glenn, Barden, Sejal, Bai, Haiyan, University of Central Florida
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Abstract / Description
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The purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (...
Show moreThe purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (&) Haake, 2006); social support, as measured by the Multidimensional Scale of Perceived Social Support (Dahlem, Zimet, (&) Walker, 1991); and perceived discrimination, as measured by the revised Everyday Discrimination Scale (Stucky et al., 2011). The researcher further investigated mediating effects of public and personal stigma in the relationships among the constructs. The researcher found statistically significant relationships among the variables for FGCSs and mediating effects of personal and public stigma. Specifically, public stigma mediated the relationship between perceived discrimination and personal stigma and the indirect effect of perceived discrimination on personal stigma via public stigma was statistically significant ((&)#223; = .070, p = .030). Personal stigma also fully mediated the relationship between public stigma and help-seeking attitudes and the indirect effect of public stigma on help-seeking attitudes via personal stigma was statistically significant ((&)#223; = -.231, p (<) .001). Public stigma partially mediated the relationship between social support and personal stigma and the indirect effect of social support on personal stigma via public stigma ((&)#223; = -.089, p = .010) was statistically significant. In addition, both public and personal stigma partially mediated the relationship between social support and help-seeking attitudes. The indirect effect of social support on help-seeking attitudes via both public and personal stigma was statistically significant ((&)#223; = .062, p = .015). The researcher presented discussion of results, limitations of the study, and implications of the findings.
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Date Issued
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2019
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Identifier
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CFE0007663, ucf:52471
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007663
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Title
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An Exploratory Comparison of a Traditional and an Adaptive Instructional Approach for College Algebra.
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Creator
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Kasha, Ryan, Kincaid, John, Wiegand, Rudolf, Hartshorne, Richard, Morris, Cliff, University of Central Florida
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Abstract / Description
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This research effort compared student learning gains and attitudinal changes through the implementation of two varying instructional approaches on the topic of functions in College Algebra. Attitudinal changes were measured based on the Attitude Towards Mathematics Inventory (ATMI). The ATMI also provided four sub-scales scores for self-confidence, value of learning, enjoyment, and motivation. Furthermore, this research explored and compared relationships between students' level of mastery...
Show moreThis research effort compared student learning gains and attitudinal changes through the implementation of two varying instructional approaches on the topic of functions in College Algebra. Attitudinal changes were measured based on the Attitude Towards Mathematics Inventory (ATMI). The ATMI also provided four sub-scales scores for self-confidence, value of learning, enjoyment, and motivation. Furthermore, this research explored and compared relationships between students' level of mastery and their actual level of learning. This study implemented a quasi-experimental research design using a sample that consisted of 56 College Algebra students in a public, state college in Florida. The sample was enrolled in one of two College Algebra sections, in which one section followed a self-adaptive instructional approach using ALEKS (Assessment and Learning in Knowledge Space) and the other section followed a traditional approach using MyMathLab. Learning gains in each class were measured as the difference between the pre-test and post-test scores on the topic of functions in College Algebra. Attitude changes in each class were measured as the difference between the holistic scores on the ATMI, as well as each of the four sub-scale scores, which was administered once in the beginning of the semester and again after the unit of functions, approximately eight weeks into the course. Utilizing an independent t-test, results indicated that there was not a significant difference in actual learning gains for the compared instructional approaches. Additionally, independent t-test results indicated that there was not a statistical difference for attitude change holistically and on each of the four sub-scales for the compared instructional approaches. However, correlational analyses revealed a strong relationship between students' level of mastery learning and their actual learning level for each class with the self-adaptive instructional approach having a stronger correlation than the non-adaptive section, as measured by an r-to-z Fisher transformation test. The results of this study indicate that the self-adaptive instructional approach using ALEKS could more accurately report students' true level of learning compared to a non-adaptive instructional approach. Overall, this study found the compared instructional approaches to be equivalent in terms of learning and effect on students' attitude. While not statistically different, the results of this study have implications for math educators, instructional designers, and software developers. For example, a non-adaptive instructional approach can be equivalent to a self-adaptive instructional approach in terms of learning with appropriate planning and design. Future recommendations include further case studies of self-adaptive technology in developmental and college mathematics in other modalities such as hybrid or on-line courses. Also, this study should be replicated on a larger scale with other self-adaptive math software in addition to focusing on other student populations, such as K - 12. There is much potential for intelligent tutoring to supplement different instructional approaches, but should not be viewed as a replacement for teacher-to-student interactions.
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Date Issued
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2015
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Identifier
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CFE0005963, ucf:50821
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005963
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Title
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The Relationship Between Student Engagement and Recent Alumni Donors at Carnegie Baccalaureate Colleges Located in the Southeastern United States.
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Creator
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Truitt, Joshua, Robinson, Sandra, Cintron Delgado, Rosa, Lambie, Glenn, Cox, Thomas, Marshall, Nancy, University of Central Florida
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Abstract / Description
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In 2011, over 30 billion dollars were given to colleges and universities across the United States; donors included individuals, corporations, foundations, and religious organizations. Of the 30 billion dollars, 43% of this financial support came directly from individual and alumni donors (Council for Aid to Education, 2011). Leslie and Ramey (1988) stated that (")voluntary support is becoming the only source of real discretionary money [that a college or university has](") (p. 115). The...
Show moreIn 2011, over 30 billion dollars were given to colleges and universities across the United States; donors included individuals, corporations, foundations, and religious organizations. Of the 30 billion dollars, 43% of this financial support came directly from individual and alumni donors (Council for Aid to Education, 2011). Leslie and Ramey (1988) stated that (")voluntary support is becoming the only source of real discretionary money [that a college or university has](") (p. 115). The primary purpose of this study was to investigate the ability of responses from senior class students on the 2006 National Survey of Student Engagement to be used as predictors of alumni donor participation in liberal arts colleges. The sample of this study was 10 Carnegie Baccalaureate Colleges from the southeastern United States. The institutions that participated provided alumni donor participation data for members of the undergraduate class of 2006 for a five-year post-graduation period. Logistical regression models were developed to represent the multivariate impacts of NSSE benchmark scores and student demographics independent variables on the bivariate alumni donor participation rate dependent variable.The results indicated that two NSSE benchmarks, measured by the 2006 NSSE, (Level of Academic Challenge and Student-Faculty Interaction) and three demographic variables (parental level of education, Greek Life membership, and receipt of an institutional scholarship) had a positive relationship with increased alumni donor participation.
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Date Issued
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2013
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Identifier
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CFE0005065, ucf:49946
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005065
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Title
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A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University.
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Creator
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Childs, Kristopher, Dixon, Juli, Hynes, Mike, Haciomeroglu, Erhan, Swan, Bonnie, University of Central Florida
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Abstract / Description
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The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and...
Show moreThe focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.
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Date Issued
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2013
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Identifier
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CFE0005316, ucf:50514
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005316
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Title
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Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships.
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Creator
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Lemon, Mark, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Beverly, Monifa, Laureano Fuentes, Gloria, University of Central Florida
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Abstract / Description
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This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was...
Show moreThis research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, (&) Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
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Date Issued
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2013
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Identifier
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CFE0005022, ucf:49984
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005022
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Title
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Creating and Examining an Online Advising Module for Graduate Students: A Usability Study.
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Creator
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Mitchell, Leah, Flammia, Madelyn, Jones, Daniel, Dombrowski, Paul, University of Central Florida
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Abstract / Description
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Advisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate...
Show moreAdvisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate students in the College of Education and Human Performance (CEDHP) at the University of Central Florida. The online advising module was presented to current graduate students in the CEDHP. They were asked to make observations and provide feedback about their interactions with the online advising module. The final part of the usability test included giving students a survey to rate their overall satisfaction with the module.Results of the study showed that graduate students did benefit from viewing the online advising module. Participants reported an overall strong satisfaction rate with the module.
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Date Issued
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2014
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Identifier
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CFE0005212, ucf:50621
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005212
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Title
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Winter Park Florida.
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Creator
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Winter Park Chamber of Commerce, PALMM (Project)
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Abstract / Description
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Promotional brochure listing cultural and recreational attractions of Winter Park, Fla. with an emphasis on Rollins College.
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Date Issued
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1936, 1939
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Identifier
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AAC3721QF00002/01/200706/21/200715127BnamI D0QF, FIPS12095, FHP C CF 2007-02-02, FCLA url 20070528xOCLC, 144760983, CF00001734, 2701823, ucf:22526
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Format
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E-book
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PURL
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http://purl.flvc.org/fcla/tc/fhp/CF00001734.jpg
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Title
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The Effectiveness of Using Florida Virtual High School Course Data during the College Admission Process as a Predictor of Degree Completion Within Six Years.
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Creator
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Callahan, Michael, King, Kathy (Kathleen), Cox, Dr. Thomas, Whiteman, JoAnn, Preston, Michael, University of Central Florida
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Abstract / Description
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The admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance...
Show moreThe admission process at higher education institutions has not adapted for online distance education classes taken in high schools, such as those offered by the Florida Virtual School. The purpose of this study was to determine whether online distance education courses taken in high school can serve as an indicator of student success in post-secondary education. An honors program at a large public research university provided the data examined. This honors program stored online distance education information in a database, which allowed for analysis. Presently, the institution's primary undergraduate admission office does not collect or store this type of information. I used SPSS Statistics to calculate logistical regression on this data. My goal was to discover what effect the high school online distance education variables had on the outcome of graduating in four or six years. Graduation rate is a key metric for colleges and universities as an indicator of success. For this reason, I wanted to determine through this study whether high school online distance education assisted in predicting which students will graduate. At least two stakeholders will find this information useful. Admission officers and, more specifically, honors admission officers will gain more insight into the student selection process as this study examines students in the top 10% of the incoming class. The other group, future researchers, will learn from this study and other new studies for even more understanding on this topic. Although the results indicated that high-achieving Florida Virtual School students do not graduate at higher rate than students who have not completed distance education classes, more research is required to understand how the other 90% of student applicants are affected by distance education courses completed in high school.
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Date Issued
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2017
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Identifier
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CFE0006861, ucf:51754
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006861
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Title
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Initial report of the Council for the Study of Higher Education in Florida to the Board of Control, Florida Institutions of Higher Learning.
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Creator
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Council for the Study of Higher Education, PALMM (Project), Board of Control
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Abstract / Description
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Initial report of studies on the development of higher education in Florida. Includes recommendations for action.
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Date Issued
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1955
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Identifier
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AAA9790QF00002/26/200406/22/200417917Bnam a D0QF, FCLA url 20040318xOCLC, FHP C CF 2004-02-26, 55694006, CF00001623, 2572547, ucf:14727
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Format
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E-book
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PURL
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http://purl.flvc.org/fcla/tc/fhp/CF00001623.jpg
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Title
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A FAITH-BASED PROGRAM EVALUATION: MORAL DEVELOPMENT OF SEMINARY STUDENTS AT THE LOUISIANA STATE PENITENTIARY.
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Creator
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Sabin, Bruce, Tubbs, LeVester, University of Central Florida
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Abstract / Description
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The purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether...
Show moreThe purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether statistically significant differences existed in the moral reasoning of students of different class years. The second subquestion asked whether statistically significant differences existed in the moral reasoning of students of different personality types. A cross-sectional study was conducted with students during the fall of 2005 using the Defining Issues Test 2 (DIT-2) and the Myers-Briggs Type Indicator (MBTI) instruments. All 101 program students were invited to participate in the study. To provide a benchmark for student scores, 30 Seminary faculty members were asked to complete the DIT-2. The student response rates were 94% for the DIT-2 instrument and 97% for the MBTI instrument. The response rate for faculty was 20%. After removing two outliers from the freshmen class, statistically significant differences were found in the principled moral reasoning scores (P scores) of freshmen (m = 22.146, sd = 12.002) and juniors (m = 30.274, sd = 13.165). No significant differences were found in moral reasoning based upon personality types. The mean P score among faculty members was 34.02 (sd = 15.25). In response to the primary research question, it was determined student scores did show moral reasoning differences consistent with the program goals. Conclusions reached in this study were limited because of the cross-sectional design. Further research is necessary before conclusions may be generalized beyond the sample.
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Date Issued
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2006
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Identifier
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CFE0001039, ucf:46795
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001039
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Title
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NATIONAL MERIT FINALISTS AT THE UNIVERSITY OF CENTRAL FLORIDA-TRENDS, ATTRITION, AND RETENTION1997-2005.
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Creator
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Norburn, Jill, Tubbs, LeVester, University of Central Florida
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Abstract / Description
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The purpose of this study was to examine the trends, attrition and retention rates of National Merit Finalists at the University of Central Florida between the years of 1997 to 2005. This study was intended to provide information for higher education practitioners, faculty, and administrators to help them better understand the expectations and current trends of National Merit Finalists. The problem was to determine how to increase recruitment and retention while decreasing the attrition rates...
Show moreThe purpose of this study was to examine the trends, attrition and retention rates of National Merit Finalists at the University of Central Florida between the years of 1997 to 2005. This study was intended to provide information for higher education practitioners, faculty, and administrators to help them better understand the expectations and current trends of National Merit Finalists. The problem was to determine how to increase recruitment and retention while decreasing the attrition rates of these highly desirable students. The importance of this study includes identifying trends that may aid in future recruitment efforts for National Merit Finalists; finding the causes of dissatisfaction towards the University among these students; and identifying specific areas in which to alleviate those dissatisfactions. The results will hopefully provide insight into specific recruitment, services, and programming options for these students. The study examined data that was collected from the University of Central Florida's Burnett Honors College database known as FileMaker 8.0. The data examined characteristics such as grade point averages (high school and college); valedictorian and salutatorian status; test scores (SAT and ACT); Honors in the Major (undergraduate thesis) students; Honors and university status (withdrawn, probation, removed, disqualified, enrolled, graduated); Honors college attrition; university attrition; ethnicity; gender ratios; majors; and, prestigious scholarships awarded in college (such as the Rhodes, Truman, Marshall). The actual size of the sample was one hundred ninety-eight National Merit Finalists. Data was also collected from a survey given to all University of Central Florida National Merit Finalists. Descriptive statistics were reported for each of the components examined. This data examined the types of scholarship packages that National Merit Finalists were offered; the reasons students chose the University of Central Florida over other universities; the college recruitment process; hours studied for the PSAT; siblings; perceptions on being a National Merit Finalist; the number of times students changed their majors; job status; transportation; computer attainment; disabilities; and the potential disadvantages of being labeled as a National Merit Finalist. The data could be utilized to examine the trends of our National Merit Finalists, in order to see what is working and what is not in terms or recruitment and retention; and also to further examine what these students want from their institutions. Findings indicated that problems exist in regard to the following: the recruitment of female and minority National Merit Finalists; males historically score higher on the SAT than females; decreasing the attrition rates of this population at the University of Central Florida; the majority of National Merit Finalists at the University of Central Florida come from Florida; the majority of National Merit Finalists at the University of Central Florida do not tend to be high school salutatorians or valedictorians; high school counselors seem to be the least effective tool for recruiting National Merit Finalists at the University of Central Florida; and the majority of National Merit Finalists at the University of Central Florida did not study at all for the PSAT test. However, the University of Central Florida is extremely competitive with other institutions of higher education with regard to scholarship packages. Results also revealed the following: the SAT is a more widely accepted tool for determining NMSC status as opposed to the ACT; the majority of National Merit Finalists have a GPA between 3.600 and 3.999 at the University of Central Florida; the University of Central Florida is succeeding in making its National Merit Finalists feel special during the recruitment process; the most influential reason that National Merit Finalists are choosing UCF is based upon the financial scholarship packages they are offered; and the majority of National Merit Finalists at the University of Central Florida do not feel that there are disadvantages toward being labeled as such. This data provides a basis for further research on National Merit Finalists trends, attrition, and retention. Practical considerations are revealed in the data that will influence future recruitment methods and lead to higher retention rates and increased student satisfaction. Several other recommendations are made to conduct further research studies on the trends, attrition, and retention rates of National Merit Finalists.
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Date Issued
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2006
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Identifier
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CFE0000931, ucf:46760
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000931
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Title
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WHY EVIDENCE MATTERS: EXAMINING THE KNOWLEDGE AND PERCEPTION OF PRE-SERVICE TEACHERS.
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Creator
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Campbell, Stefanie, Storey, Valerie, University of Central Florida
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Abstract / Description
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Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been...
Show moreEvidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators
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Date Issued
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2014
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Identifier
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CFH0004707, ucf:45406
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004707
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Title
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INVESTIGATING THE RELATIONSHIP BETWEEN ASSERTIVENESS AND PERSONALITY CHARACTERISTICS.
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Creator
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Kirst, Laura, Murdoch, Erin, University of Central Florida
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Abstract / Description
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Assertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience,...
Show moreAssertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness), self-esteem, social anxiety, and shyness to update past research findings. Participants completed the College Self-Expression Scale, the IPIP representation of the NEO PI-R, the Rosenberg Self-Esteem Scale, the Brief Fear of Negative Evaluation Scale, and the Revised Cheek and Buss Shyness Scale. It was hypothesized that assertiveness would correlate positively with extraversion, openness to experience, conscientiousness, agreeableness, and self-esteem. Assertiveness was further hypothesized to correlate negatively with neuroticism, social anxiety, and shyness. Results revealed direct relationships between assertiveness and self-esteem, extraversion, openness to experience, and conscientiousness, as well as inverse relationships to neuroticism, shyness, and fear of disapproval. No significant relationship was found between assertiveness and agreeableness. This study aimed to advance the understanding of the complex personality structure of low-assertive individuals.
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Date Issued
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2011
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Identifier
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CFH0004071, ucf:44797
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004071
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Title
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HOW SYMPTOMS OF ANXIETY, DEPRESSION, ATTENTION DEFICIT DISORDER (ADD) OR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) CONTRIBUTE TO STUDENTS SELF-MEDICATING VIA MARIJUANA AND NON-MEDICAL PRESCRIPTION DRUGS.
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Creator
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Thomas, Maria, Donley, Dr. Amy, University of Central Florida
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Abstract / Description
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This study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their...
Show moreThis study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their overall perceptions of their intended effects of the drug and answers why students do not seek professional help for their anxiety, depression and impulsivity symptoms. Results from the survey indicate that students who report NMPD use self- reported higher symptoms of anxiety, depression and impulsivity. NMPD users reported higher percentages of other substance abuse compared to nonusers. The most prominent NMPD's used by students are Adderall and Vicoden or Codeine. Data also indicates student's primary reasons for their NMPD use are related to academic purposes; as opposed to nonacademic. This analysis is further supported by the fact that the majority of NMPD users did not use before they began college and do not use while classes are not is session. Furthermore, students perceive their overall intended effects of their NMPD use to be beneficial, despite the known risks associated with their drug use. By examining college student's current NMPD use we can provide alternative solutions to students who are self-medicating as a coping mechanism for underlying issues or mental health disorders. Also, we can provide them with the necessary services in order to address their problems professionally.
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Date Issued
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2013
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Identifier
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CFH0004445, ucf:45114
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004445
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Title
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THE EFFECTS ADVERTISING PLAYS ON COLLEGE STUDENTS' MORAL INTENTIONS BEYOND PURCHASE BEHAVIOR.
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Creator
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Crockett, William, Massiah, Carolyn, University of Central Florida
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Abstract / Description
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Advertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but...
Show moreAdvertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but there are possible side-effects for the consumer that are beyond the intentions to buy. The purpose of this thesis is to explore the effects advertisements play on the college student in particular. Different static/multi media advertisements have been shown to various college students ranging in gender and background to discover the comprehensive ramifications of specific promotions to study the moral and ethical impact that advertisements play on students' moral intent. An analysis and conclusion will be given, along with ideas for possible future studies. Recommendations will also be stated for marketers to be morally responsible for the advertisements they portray so the audience is not effected in a way that can lead to unwanted consequences. Ultimately, the results did not support the original hypotheses, leading to thought- provoking questions concerning our current marketing practices and the effectiveness of static and multimedia advertisements on college students. Future studies need to take place to reveal the accuracy of the study and to ultimately answer the question, "Are current advertisements influencing the audience at hand?"
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Date Issued
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2012
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Identifier
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CFH0004250, ucf:44899
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004250
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Title
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An Ethnographic Study of the Culture of Twelfth Grade Upward Bound Students in the Midwest.
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Creator
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Dambo, Neffisatu, Butler, S. Kent, Boote, David, Hagedorn, W. Bryce, Butler, Malcolm, University of Central Florida
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Abstract / Description
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The purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th...
Show moreThe purpose of this study was to better understand the culture of an Upward Bound College Preparatory Program in the Midwest and how it interacted with the culture of 12th-grade UB participants. In particular, the study examined how UB and the cultures that 12th graders belonged influenced students' decisions, progression, and adult transitions. UB serves at-promise high school students who are highly susceptible to academic, career, financial, and psychological challenges during their 12th-grade progression and transition. Therefore, the researcher conducted an ethnographic study that included observations, documents, semi-structured interviews, and focus groups with (N = 70) participants in the Midwest. Participants included (n = 14) active 12th-grade UB primary participants, (n = 7) non-active 12th grade UB secondary participants, and (n = 49) adult tertiary participants. During this juncture in their lives, 12th-grade UB participants typically have fewer supports, while facing challenges and social stratification associated with their cultural and demographic statuses. Findings illustrated that UB's 12th-grade culture disregarded developmentally appropriate curriculum, mentor support, and a balanced level of structured guidance. In turn, these cultural interactions also influenced 12th-grade UB participants' decisions to engage in school activities, participate in UB program activities, engage in college going behaviors, and choose a particular college. Gaining a better understanding of the 12th-grade culture in this UB program provides several insights on how to improve the program's services. Recommendations include more culturally relevant interventions, comprehensive school counseling programs, and the development of 12th-grade UB curriculums that address the holistic (i.e., academic, personal, socioemotional) needs of 12th-grade UB students.
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Date Issued
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2016
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Identifier
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CFE0006289, ucf:51580
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006289
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Title
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The Communicative Value of EMR Education: Medical Students' Perceptions of Introductions to EMRs.
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Creator
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Burry, Justiss, Scott, Blake, Wheeler, Stephanie, Brenckle, Martha, University of Central Florida
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Abstract / Description
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Research in medical education includes a number of studies that describe the complexities (Tierney et al., 2013; Gagon et al., 2009; Pippitt, Stevenson, (&) Samuelson, 2013), benefits (Milano et al., 2014; Hammoud et al., 2012; Silverman et al., 2014), and limitations (Peled, Sagher, Morrow, (&) Dobbie, 2009; Wald, George, Reis, (&) Taylor, 2014; Pelletier, 2016) of helping medical students understand and achieve fluency with electronic medical records (EMRs). In addition, studies in the...
Show moreResearch in medical education includes a number of studies that describe the complexities (Tierney et al., 2013; Gagon et al., 2009; Pippitt, Stevenson, (&) Samuelson, 2013), benefits (Milano et al., 2014; Hammoud et al., 2012; Silverman et al., 2014), and limitations (Peled, Sagher, Morrow, (&) Dobbie, 2009; Wald, George, Reis, (&) Taylor, 2014; Pelletier, 2016) of helping medical students understand and achieve fluency with electronic medical records (EMRs). In addition, studies in the rhetoric of health and medicine (RHM) have been calling to attention the effectiveness of rhetorical studies within medical contexts (Scott, Segal, (&) Keranen, 2013; Segal, 2005; Rausch, 2016; Fountain, 2014; Melocon and Frost, 2015; Graham and Herndl, 2014). However, there is not a unified idea of the best way to teach EMR fluency, nor is there any research that studies and analyzes the perceptions of students in their undergraduate medical education, including their pre-clerkship years. This thesis investigates students' perceptions of their medical education at the University of Central Florida's College of Medicine (UCF COM), specifically how 76 students who participated in surveys and focus group interviews perceive and engage with their education and ideas of EMR application and fluency. It also compares their perceptions with the goals of the module directors who designed the curriculum. In its analysis, this thesis employs classical and contemporary scholarship about stasis theory (Crowley and Hawhee, 2012; Fahnestock and Secor, 1988) to identify points of congruence and dissonance between students and module directors, as well as across cohorts of students in their first, second, and third years. Through data analysis, I found key points of congruence and dissonance between the perceptions and experiences of students and goals of module directors. I also identified key factors affecting both groups, such as the time constraints of the curriculum and the fact that hospitals use different EMR systems. The results of this study demonstrate the complexities of medical education and EMR education for both students and module directors. By understanding how rhetoric can be more beneficial to other fields, such as medical education, this study can help those creating curricula better reach outcomes that both students and licensing boards will appreciate. That said, more research needs to be conducted to understand how regulated medical education creates these points of contention between future physician curriculum designers.
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Date Issued
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2017
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Identifier
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CFE0006723, ucf:51887
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006723
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Title
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Rethinking Drinking: A Paradigm Shift for Estimating Social and Behavioral Harm.
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Creator
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Hall, Thomas, Wright, James, Gay, David, Cook, Ida, Dunn, Michael, University of Central Florida
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Abstract / Description
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This study challenges old saws about negative consequences attributed to alcohol use. Previous research findings associate negative social and behavioral consequences with alcohol consumption, as if college students only do regrettable things when they are drunk. Typical research related to negative consequences and alcohol use relies on retrospective self-reporting. Investigators often frame negative consequences as outcomes of problematic drinking or, as more commonly labeled, "binge...
Show moreThis study challenges old saws about negative consequences attributed to alcohol use. Previous research findings associate negative social and behavioral consequences with alcohol consumption, as if college students only do regrettable things when they are drunk. Typical research related to negative consequences and alcohol use relies on retrospective self-reporting. Investigators often frame negative consequences as outcomes of problematic drinking or, as more commonly labeled, "binge drinking." In the nomenclature of prevention, binge drinking is not a direct measure of alcohol use resulting in intoxication; it is a hypothetical tipping point, predicting an increased likelihood of the incidence of negative consequences at some (often unspecified) point in the path between (")sober(") and (")drunk(").It is obvious that social and behavioral distress and misbehavior are not limited to drinking. Students miss class, express regrets, say or do embarrassing things, and get injured while sober as well as while drinking. Contemporary measures of alcohol-related negative consequences do not typically control for the prevalence of negative consequences when respondents are sober as well as when they are drinking. Thus it is unclear if the association between drinking and negative consequences is exclusively attributable to alcohol consumption, as is frequently assumed. Self-reported alcohol-related negative consequences might reflect a priori attitudes, beliefs, and behaviors and be unrelated to drinking. The prevalence of social complications unassociated with drinking merits investigation. A better understanding of the overall prevalence of negative consequences is needed to test the notion that drinking, binge drinking in particular, leads to numerous negative consequences presently reported in the alcohol studies literature.
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Date Issued
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2016
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Identifier
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CFE0006112, ucf:51196
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006112
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Title
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Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition.
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Creator
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Dadurka, David, Scott, John, Marinara, Martha, Wallace, David, University of Central Florida
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Abstract / Description
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A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for...
Show moreA growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
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Date Issued
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2012
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Identifier
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CFE0004303, ucf:49475
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004303
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Title
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SELLING "DREAM INSURANCE": THE STANDARDIZED TEST-PREPARATION INDUSTRY'S SEARCH FOR LEGITIMACY, 1946-1989.
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Creator
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Shepherd, Keegan, Crepeau, Richard, University of Central Florida
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Abstract / Description
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This thesis analyzes the origins, growth, and legitimization of the standardized test preparation ("test-prep") industry from the late 1940s to the end of the 1980s. In particular, this thesis focuses on the development of Stanley H. Kaplan Education Centers, Ltd. ("Kaplan") and The Princeton Review ("TPR"), and how these companies were most conducive in making the test-prep industry and standardized test-preparation itself socially acceptable. The standardized test most frequently discussed...
Show moreThis thesis analyzes the origins, growth, and legitimization of the standardized test preparation ("test-prep") industry from the late 1940s to the end of the 1980s. In particular, this thesis focuses on the development of Stanley H. Kaplan Education Centers, Ltd. ("Kaplan") and The Princeton Review ("TPR"), and how these companies were most conducive in making the test-prep industry and standardized test-preparation itself socially acceptable. The standardized test most frequently discussed in this thesis is the Scholastic Aptitude Test ("SAT"), especially after its development came under the control of Educational Testing Service ("ETS"), but due attention is also given to the American College Testing Program ("ACT"). This thesis argues that certain test-prep companies gained legitimacy by successfully manipulating the interstices of American business and education, and brokered legitimacy through the rhetorical devices in their advertising. However, the legitimacy for the industry at-large was gained by default as neither the American government nor the American public could conclusively demonstrate that the industry conducted wholesale fraud. The thesis also argues that standardized test manufacturers were forced to engage in a cat-and-mouse game of pseudo-antagonism and adaptation with the test-prep industry once truth-in-testing laws prescribed transparent operations in standardized testing. These developments affect the current state of American standardized testing, its fluctuating but ubiquitous presence in the college admissions process, and the perpetuation of the test-prep industry decades after its origins.
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Date Issued
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2011
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Identifier
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CFE0003746, ucf:48792
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003746
Pages