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The Relationship between Mentoring and Social Status at Work: A Social Network Status Study
Title
The Relationship between Mentoring and Social Status at Work: A Social Network Status Study.
Creator
Flowers, Lakeesha, Jentsch, Kimberly, Fritzsche, Barbara, Wooten, William, Chepenik, Nancy, University of Central Florida
Abstract / Description
Mentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine...
Show moreMentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this non-experimental study, there were several unique relationships among these constructs. The results indicate a person's social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a prot(&)#233;g(&)#233; (or not a prot(&)#233;g(&)#233;). In addition, a mentor's perception of the costs and benefits of mentoring were explained by the prot(&)#233;g(&)#233;'s social intelligence and emotional intelligence. A mentor's social intelligence also explained the quality of the mentoring given. Finally, a mentor's social network status was related to the prot(&)#233;g(&)#233;'s social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.
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Date Issued
2012
Identifier
CFE0004308, ucf:49478
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004308
Taxonomy of Affective Curriculum for Gifted Learners
Title
Taxonomy of Affective Curriculum for Gifted Learners.
Creator
Cavilla, Derek, Eriksson, Gillian, Hynes, Mike, Hopp, Carolyn, Vitale, Thomas, University of Central Florida
Abstract / Description
Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic,...
Show moreTeaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework's development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted.
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Date Issued
2016
Identifier
CFE0006087, ucf:50946
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006087
The effect of jyoti meditation on student counselor emotional intelligence, stress, and daily spiritual experiences
Title
The effect of jyoti meditation on student counselor emotional intelligence, stress, and daily spiritual experiences.
Creator
Gutierrez, Daniel, Young, Mark, Robinson, Edward, Conley, Abigail, Hagedorn, William, Ritz, Louis, University of Central Florida
Abstract / Description
Previous research has found meditation to be effective in reducing practitioner stress, improving emotional functioning, and increasing pro-social emotions, such as empathy and compassion. In addition, research examining the effects of meditation on student counselors has shown that it increases counselor self-efficacy, reduces distress, and increases cognitive empathy. Therefore, it behooves counselor educators to discover methods of integrating meditation into counselor training. The...
Show morePrevious research has found meditation to be effective in reducing practitioner stress, improving emotional functioning, and increasing pro-social emotions, such as empathy and compassion. In addition, research examining the effects of meditation on student counselors has shown that it increases counselor self-efficacy, reduces distress, and increases cognitive empathy. Therefore, it behooves counselor educators to discover methods of integrating meditation into counselor training. The meditation practice investigated in the current study is new to the counseling and psychology literature. The majority of the current research has examined transcendental and mindfulness-based practices. However, recent research has shown that spirituality has the ability to potentiate meditation. Jyoti mediation (JM), the practice used in this study, is a spiritually based practice used for spiritual and personal growth for over 500 years. This study examined whether student counselors, after participating in a JM group, would have a significantly different level of emotional intelligence, stress and daily spiritual experiences than a comparison group who received a psycho-educational curriculum. Moreover, I investigated if the frequency of meditation related to the treatment outcomes. I conducted a six week randomized controlled trial where participants (n = 60) completed self-report assessments on the first, third and sixth week of the intervention. In addition, the participants in the meditation condition were asked to complete a daily journal reporting their experiences with the meditation treatment and their frequency of practice. Participants were required to meditate once a week in the group, and requested to meditate at least ten additional minutes each day. In order to analyze the data, I conducted a repeated measures multivariate analysis of variance (RM-MANOVA). The RM-MANOVA revealed no significant difference between the two groups. However, because the range of time spent meditating was so wide, I conducted a second RM-MANOVA using only participants that meditated in group and an additional 60 minutes over the six weeks. The second RM-MANOVA approached significance in the main effects (p = .06); and revealed a significant univariate between group effect for stress. Likewise, I conducted two Pearson moment correlations to investigate the relationship between the study outcomes and meditation frequency. The first correlation revealed no significant relationship between meditation frequency and any of the independent. However, the second correlational analysis revealed a significant relationship between stress and meditation frequency. Also, both correlational analyses revealed a significant relationship between stress and emotional intelligence. In order to gain a better understanding of how the independent variables effected stress over time, I conducted a growth curve analysis (GCA). I used PROC Mixed in SAS and nested the measurement points into each individual. The GCA revealed significant non-trivial variance between individuals at initial status. In addition, the GCA revealed that emotional intelligence accounted for 27% of that variance, and when controlling for emotional intelligence there is a significant interaction between time and group. The implications and limitations of these findings are discussed.
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Date Issued
2014
Identifier
CFE0005177, ucf:50666
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005177
AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY
Title
AN EXPLORATION OF THE POTENTIALS AND LIMITATIONS OF ADAPTING TRADITIONAL TEXT-BASED NARRATIVE TO INTERACTIVE TECHNOLOGY.
Creator
Jardaneh, Said, Fiore, Stephen, University of Central Florida
Abstract / Description
Narrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various...
Show moreNarrative is expressed in many forms, yet the reading of narrative through books may be unique in its transformative qualities. The medium of books has existed for thousands of years as a primary means of passing down and internalizing narrative from generation to generation. Are books now a dying medium in the face of ever-advancing technology in an increasingly fast-paced and technologically-dependent society? Technology now incorporates narrative into interactive environments in various ways often immersing the user in ever more realistic experiential scenarios. Yet, is something potentially lost with these advancements that can only be afforded through the time-tested method of old-fashioned reading? What makes reading so compelling a medium/activity for personal development? Does experience in these interactive environments offer the same transformative intrinsic experience afforded through the tranquil receptive processing, reflective elaboration and insight offered through the reading of books? This thesis seeks to explore these questions by looking at three major factors that must be considered in furthering our understanding of the potentials and limitations of interactive narrative technologies as they compare to narrative delivered via the established medium of books: 1) theories of self, identity/character, cognitive development and behavior (specifically as these relate to traditional text-based narrative), 2) theory and research associated with narrative transportation and transformation, and 3) current and future efforts to adapt narrative to the medium of interactive technology.
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Date Issued
2010
Identifier
CFE0003037, ucf:48360
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003037
RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT
Title
RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
Creator
Ernst, Michael, Murray, Barbara, University of Central Florida
Abstract / Description
Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
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Date Issued
2005
Identifier
CFE0000764, ucf:46585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000764
Classroom Error Climate: Teacher Professional Development to Improve Student Motivation
Title
Classroom Error Climate: Teacher Professional Development to Improve Student Motivation.
Creator
O'Dell, Sean, Gill, Michele, Cox, Dr. Thomas, Hoffman, Bobby, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description
Student motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and...
Show moreStudent motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and students react to and use errors in the classroom. A positive error orientation, one that views errors as opportunities to learn rather than punishments, may help improve students' emotions, self-efficacy, and future goal orientations, while aligning their beliefs in a more adaptive direction, thus reducing maladaptive academic motivation. A professional development design is proposed here to train teachers in using errors to the advantage of the learner by creating a positive error climate in their classrooms.
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Date Issued
2015
Identifier
CFE0005856, ucf:50917
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005856
When Social Allergies Flare Up in Close Relationships: A Relational Turbulence Model Explanation
Title
When Social Allergies Flare Up in Close Relationships: A Relational Turbulence Model Explanation.
Creator
Hochstadt, Naomi, Weger, Harry, Hastings, Sally, Miller, Ann, University of Central Florida
Abstract / Description
Romantic relationships commonly endure rough patches. The relational turbulence model and the social allergy phenomenon may account for such rough transitions. A social allergy is an idiosyncratic social behavior that involuntarily stirs up irritation in an individual, either with or without the intention of the transgressor. As the behavior is repeated, tolerance for the bothersome allergen dwindles. This paper investigates the connections between relational turbulence and social allergies....
Show moreRomantic relationships commonly endure rough patches. The relational turbulence model and the social allergy phenomenon may account for such rough transitions. A social allergy is an idiosyncratic social behavior that involuntarily stirs up irritation in an individual, either with or without the intention of the transgressor. As the behavior is repeated, tolerance for the bothersome allergen dwindles. This paper investigates the connections between relational turbulence and social allergies. The relational turbulence model describes individuals' severe reactions to various turning points in an interpersonal relationship, and combines the effects of increased intimacy, relational uncertainty, and partner interference. Based on the turbulence model, the author predicted curvilinear relationships between intimacy and social allergen occurrence as well as between intimacy and negative emotional impact of social allergens. Based on the social allergen literature, the author predicted social allergen occurrence and repeated arguments about social allergens would both associate positively with relationship turbulence. Partial support was found for each prediction.
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Date Issued
2013
Identifier
CFE0004863, ucf:49691
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004863
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms
Title
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator
Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued
2012
Identifier
CFE0004516, ucf:49273
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004516