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Title: Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process.
Creator: Benishek, Lauren, Salas, Eduardo, Joseph, Dana, Jentsch, Florian, Burke, Shawn, University of Central Florida
Abstract / Description: This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online...
Show moreThis study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.
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Date Issued: 2014
Identifier: CFE0005463, ucf:50382
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005463

Title: DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCTION.
Creator: Mack, Ana, Pawlas, George, University of Central Florida
Abstract / Description: This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of...
Show moreThis study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.
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Date Issued: 2006
Identifier: CFE0001516, ucf:47149
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001516

Title: METACOGNITIVE SELF-REGULATION, SELF-EFFICACY FOR LEARNING AND PERFORMANCE, AND CRITICAL THINKING AS PREDICTORS OF ACADEMIC SUCCESS AND COURSE RETENTION AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN ONLINE, TELECOURSE, AND TRADITIONAL PUBLIC SPEAKING COURSES.
Creator: Gaythwaite, Edie, Witta, E. Lea, University of Central Florida
Abstract / Description: The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from...
Show moreThe purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes. Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).
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Date Issued: 2006
Identifier: CFE0000949, ucf:46749
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000949

Title: Investigating the Predictive Power of Student Characteristics on Success in Studio-mode, Algebra-based Introductory Physics Courses.
Creator: Pond, Jarrad, Rahman, Talat, Chini, Jacquelyn, Mucciolo, Eduardo, Butler, Malcolm, University of Central Florida
Abstract / Description: As part of a project to explore the differential success of similar implementations of the studio-mode of physics instruction, the objective of this work is to investigate the characteristics of students enrolled in algebra-based, studio-mode introductory physics courses at various universities in order to evaluate what effects these characteristics have on different measures of student success, such as gains in conceptual knowledge, shifts to more favorable attitudes toward physics, and...
Show moreAs part of a project to explore the differential success of similar implementations of the studio-mode of physics instruction, the objective of this work is to investigate the characteristics of students enrolled in algebra-based, studio-mode introductory physics courses at various universities in order to evaluate what effects these characteristics have on different measures of student success, such as gains in conceptual knowledge, shifts to more favorable attitudes toward physics, and final course grades. In my analysis, I explore the strategic self-regulatory, motivational, and demographic characteristics of students in algebra-based, studio-mode physics courses at three universities: the University of Central Florida (UCF), Georgia State University (GSU), and George Washington University (GW). Each of these institutions possesses varying student populations and differing levels of success in their studio-mode physics courses, as measured by students' overall average conceptual learning gains. In order to collect information about the students at each institution, I compiled questions from several existing questionnaires designed to measure student characteristics such as study strategies and motivations for learning physics, and organization of scientific knowledge. I also gathered student demographic information. This compiled survey, named the Student Characteristics Survey (SCS) was given at all three institutions. Using similar information collected from students, other studies (J. A. Chen, 2012; Nelson, Shell, Husman, Fishman, (&) Soh, 2015; Schwinger, Steinmayr, (&) Spinath, 2012; Shell (&) Husman, 2008; Shell (&) Soh, 2013; Tuominen-Soini, Salmela-Aro, (&) Niemivirta, 2011; Vansteenkiste, Soenens, Sierens, Luyckx, (&) Lens, 2009) have identified distinct learning profiles across varying student populations. Using a person-centered approach, I used model-based cluster analysis methods (Gan, Ma, (&) Wu, 2007) to organize students into distinct groups. From this analysis, I identified five distinct learning profiles in the population of physics students, similar to those found in previous research. In addition, student outcome information was gathered from both UCF and GSU. Conceptual inventory responses were gathered at both institutions, and attitudinal survey results and course grades were gathered at UCF. No student outcome data was gathered at GW; thus, GW is represented in analyses involving information compiled solely from the SCS, but GW is not represented in analyses involving student outcome information. Then, I use Automatic Linear Modeling, an application of multiple linear regression modeling (IBM, 2012, 2013), to identify which demographic variables (including the identified learning profiles) are the most influential in predicting student outcomes, such as scores on the Force Concept Inventory (FCI), the Conceptual Survey of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about Sciences Survey (CLASS), both pre- and post-instruction. Modeling is conducted on the entire available dataset as a whole and is also conducted with the data disaggregated by institution in order to identify any differential effects that student characteristics may have at predicting student success at the different institutions. In addition, instructors teaching algebra-based, studio-mode introductory physics courses are interviewed about what makes students successful in order to better understand what instructors perceive is important for students to excel in their physics courses. Furthermore, student survey takers were interviewed to help verify their study strategies and motivations as measured by the SCS.The above analysis provides evidence that, on average, gaps in student understanding exist based on several demographic characteristics, such a gender, ethnicity, high school physics experience, and SAT Math score, and these results are generally consistent with those found in the literature. Disaggregation by institution reveals that differential effects from demographic variables exist; thus, similar groups of students at separate institutions attain different student outcomes. Overall, this is an undesirable observation, as the physics education research community strives to reduce such inequity in physics classrooms; however, identification of specific inequities and gaps in learning will help to inform further research investigations. Research should continue in the form of in-depth investigations into how individual instructors teach algebra-based studio-mode introductory physics courses, focusing on instructors' approaches to the studio-mode of instruction and uses of active learning techniques. Also, investigation of instructor awareness of demographic-driven gaps in student understanding would give insight into if and how instructors may be attempting to better understand the needs of different students. In addition, where a wide range of demographic data are available, I encourage institutions to conduct similar analyses as those presented here in order to identify any gaps in student understanding and place them in their institutional contexts for comparisons to other universities. Furthermore, as a result of my work, I find the identified learning profiles to have a significant association with students' attitudes toward physics, as measured by the CLASS questionnaire, both pre- and post-instruction. This relationship between learning profile and CLASS Pre-score is one that can help give instructors practical insight into students' study strategies and motivations at the very beginning of the physics course. By possessing knowledge of which students do and do not possess adaptive learning strategies early on, instructors can better optimize initial student groups by considering results of student outcome measures, adjust lesson plans, and assess students' needs accordingly.
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Date Issued: 2016
Identifier: CFE0006376, ucf:51515
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006376

Title: THE REALM OF SELF-REGULATED LEARNING (SRL): AN EXAMINATION OF SRL IN AN ELEMENTARY CLASSROOM SETTING AND ITS RELEVANCY TO TRENDS IN OUR CURRENT CURRICULA.
Creator: Lutfi , Duaa, Olan, Elsie, University of Central Florida
Abstract / Description: Teaching and instructing students is a necessity, but creating ways to challenge them is a priority. This thesis focuses on Barry Zimmerman and Timothy Clearly's Self-Regulation Empowerment Program (SREP). This model uses a problem-solving approach in establishing Self-Regulated Learning (SRL) strategies in students' learning. Stemming from interdisciplinary questions such as, "what will help students be successful in and outside the classroom?" and "how do teachers challenge students without...
Show moreTeaching and instructing students is a necessity, but creating ways to challenge them is a priority. This thesis focuses on Barry Zimmerman and Timothy Clearly's Self-Regulation Empowerment Program (SREP). This model uses a problem-solving approach in establishing Self-Regulated Learning (SRL) strategies in students' learning. Stemming from interdisciplinary questions such as, "what will help students be successful in and outside the classroom?" and "how do teachers challenge students without stifling their creativity?" this purpose of this study aims to explore the realm of Self-Regulated Learning (SRL). The present study further examines if SRL strategies and practices foster learning and are prevalent in current trends and curricula such as, Marzano and Common Core. After thorough analysis of student observations and coding of data, the findings concluded that SRL strategies fostered student learning. Students studied were more readily motivated to regulate their learning and attempt challenging tasks. Moreover these findings indicated an increase in student success and metacognitive knowledge, as the students were provided with more opportunities to engage in self-talk, self-reflection, strategic planning, and goal setting. Results suggested the flexibility of the SREP model and its application to current instructional practices. Implications and recommendations for further research into the SRL model across other disciplines are also presented and discussed.
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Date Issued: 2013
Identifier: CFH0004534, ucf:45151
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004534

Title: Preservice Teachers and Perceived Stress: A Comparative Study.
Creator: Evans, Kelsey, Russell, William, Hewitt, Randall, Hynes, Mike, Jahani, Shiva, University of Central Florida
Abstract / Description: Teachers are being pushed to the brink of burnout and leaving the profession, placing teachers' health and wellness in jeopardy (Daniels (&) Strauss, 2009; Maslach (&) Leiter, 2008; Stephenson, 2012; Vladut (&) Kallay, 2010; Wilkerson, 2009). Yet, it has become increasingly clear teacher stress may start prior to entering the profession (Brown (&) Ryan, 2003, Darling-Hammond, 2006). The researcher used a non-experimental design to evaluate the perceived stress among pre-service teachers...
Show moreTeachers are being pushed to the brink of burnout and leaving the profession, placing teachers' health and wellness in jeopardy (Daniels (&) Strauss, 2009; Maslach (&) Leiter, 2008; Stephenson, 2012; Vladut (&) Kallay, 2010; Wilkerson, 2009). Yet, it has become increasingly clear teacher stress may start prior to entering the profession (Brown (&) Ryan, 2003, Darling-Hammond, 2006). The researcher used a non-experimental design to evaluate the perceived stress among pre-service teachers enrolled in internship, and if the coping style of mindfulness had any correlation on self-reported stress levels. The quantitative study surveyed 332 student interns using the Perceived Stress Survey (Cohen (&) Williams, 1988) to depict perceived stress levels of pre-service teachers. A demographic questionnaire was also administered. The results indicated an increase in perceived stress, suggesting that stress may vary across the demographic variables of gender. Mindfulness was researched as a potential solution, however, there was no correlation between mindfulness and stress levels. education is necessary in the discussion and implementation of mindfulness as a potential intervention tool for stress. Further research is needed for a deeper understanding of gender, and how mindfulness may be a positive intervention to perceived stress.
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Date Issued: 2019
Identifier: CFE0007628, ucf:52546
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007628

Title: The Influence of Components of Positive Psychology on Student Development.
Creator: Ha, Yo-Sang, Robinson, Edward, Van Horn, Stacy, Young, Mark, Lee, Ji-Eun, University of Central Florida
Abstract / Description: Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike...
Show moreConsidering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between self-regulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.
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Date Issued: 2012
Identifier: CFE0004380, ucf:49381
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004380

Title: Effects of Metacognitive Monitoring on Academic Achievement in an Ill-Structured Problem-Solving Environment.
Creator: Malone, Naomi, Hirumi, Atsusi, Thompson, Brenda, Bai, Haiyan, Vogel-Walcutt, Jennifer, Sadri, Houman, University of Central Florida
Abstract / Description: Higher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own...
Show moreHigher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own learning processes. Much of the research suggests that externally supporting students while they are learning online, either directly or indirectly, helps them to succeed academically. However, few empirical studies have investigated what levels of support are most effective for promoting students' self-regulated learning behaviors. Additionally, these studies reported conflicting results (-) some found maximum support to be most effective while others found no significant difference.The purpose of this study was to investigate the effectiveness of different levels of support for self-regulated learning during a complex learning activity to solve an ill-structured problem-solving situation in an online learning environment. In addition, the role of students' self-efficacy on their academic achievement was examined. A total of 101 undergraduate students from three international studies courses offered at a large urban Southeastern public university in the United States participated in the study. The students were randomly assigned to treatment (minimum support, maximum support) and control groups. Students' academic achievement scores were measured using a conceptual knowledge test created by the professor teaching the courses. O'Neil's (1997) Trait Self-Regulation Questionnaire measured students' self-efficacy. Analysis of Co-Variance (ANCOVA) was conducted to analyze the data. The ANCOVA results indicated significant improvement of the academic achievement of the minimum support group versus both the maximum support and control groups. Additionally, self-efficacy as a co-variable did not significantly impact students' achievement scores in any of the groups.The overall results indicated that it is important to consider the level of self-regulated learning support when designing online learning environments promoting students' critical thinking skills. Promoting students' self-regulated learning skills is vital when designing online higher education courses.
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Date Issued: 2017
Identifier: CFE0006762, ucf:51833
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006762

Title: ADAPTIVE SELF-REGULATION AND ORGANIZATIONAL POLITICS: INVESTIGATING THE EFFECTS IN THE ACCOUNTING PROFESSION.
Creator: Howell, Sharon, Peggy D. Dwyer, Robin W. Roberts, University of Central Florida
Abstract / Description: The purpose of this dissertation is to investigate whether or not perceptions of organizational politics mediate the relationships between accountants' personality and interpersonal traits and their perceptions of a superior's leadership ability and performance. An accountant who has a higher degree of confidence in his or her superior's abilities is more likely to be committed to a given project, resulting in a better project outcome. This benefits the client and ultimately society as a...
Show moreThe purpose of this dissertation is to investigate whether or not perceptions of organizational politics mediate the relationships between accountants' personality and interpersonal traits and their perceptions of a superior's leadership ability and performance. An accountant who has a higher degree of confidence in his or her superior's abilities is more likely to be committed to a given project, resulting in a better project outcome. This benefits the client and ultimately society as a whole. This study contributes to the accounting and psychology literatures because extant research views perceptions of leadership ability and performance from the perspective of the individual agent, with little or no recognition that social action and interaction shape and mold both the individual agent's actions and perceptions of those actions. Perceived leadership and perceived performance are important in accounting for several reasons. First, individuals act in part in relation and response to the expectations of others. Thus, the perception of effective leadership and performance is gained by meeting the expectations of others. Secondly, accountants with reputations for effectiveness have been found to be more successful in their careers. Finally, the reputation for effectiveness in performance and leadership ability has been shown to increase those abilities. This study draws on the adaptive self-regulation framework as well as other theoretical models of perceived performance. The study results indicate that certain manageable personality, interpersonal, and contextual variables affect how accountants view the level of organizational politics within the workplace. In turn, the accountant's view of the organizations' politics is shown to very strongly affect how the accountant perceives his or her superiors' performance and leadership ability.
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Date Issued: 2005
Identifier: CFE0000507, ucf:46458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000507

Title: Evaluating Pedagogical Methods that Influence Homework Assignment Completion.
Creator: Sawyer, Kirk, Hartshorne, Richard, Bush, Sarah, Boote, David, Ortiz, Enrique, University of Central Florida
Abstract / Description: College students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their...
Show moreCollege students enrolled in an online introductory engineering course are not completing their homework assignments at an acceptable rate which impacts them, the instructor, and the college. This research study employed a quasi-experimental evaluation model to assess the effectiveness of two pedagogical methods designed to positively influence student homework completion rates and student attitudes toward homework. Despite evidence that grading penalties encourage students to submit their homework assignments, such strategies have historically been unsuccessful for the course used in this study. The researcher designed two pedagogical interventions, along with a survey instrument, to measure the impact of the interventions on completion rates and student attitudes toward homework, using a combination of inferential and descriptive statistics. Ideally, the findings of this study would be generalizable to subsequent offerings of the course used in this study, as well as other courses taught by the investigator, and potentially other faculty at the college. Although both interventions did not produce statistically significant results on impacting student homework completion rates, or improve student attitudes toward homework, the results of the study did indicate a positive correlation between student self-assessed knowledge gains attributed to the course and its homework. One intervention did improve homework completion rates, but the results only marginally improved final course grades, which does not fully align with prior research studies. In addition, this study provided the researcher an opportunity to study their own practice and the importance of homework and its effectiveness for student learning.
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Date Issued: 2019
Identifier: CFE0007858, ucf:52764
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007858

Title: The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities.
Creator: Straub, Carrie, Vasquez, Eleazar, Wienke, Wilfred, Dieker, Lisa, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction...
Show moreThis study investigates the effects of self-regulated strategy development (Harris, Graham, (&) Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.
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Date Issued: 2012
Identifier: CFE0004606, ucf:49937
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004606

Title: A Value Sensitive Design Approach to Adolescent Mobile Online Safety.
Creator: Ghosh, Arup Kumar, ,, University of Central Florida
Abstract / Description: With the rise of adolescent smartphone use, concerns about teen online safety are also on the rise. A number of parental control apps are available for mobile devices, but adoption of these apps has been markedly low. To better understand these apps, their users, and design opportunities in the space of mobile online safety for adolescents, we have conducted four studies informed by the principles of Value Sensitive Design (VSD). In Study 1 (Chapter 2), we conducted a web-based survey of 215...
Show moreWith the rise of adolescent smartphone use, concerns about teen online safety are also on the rise. A number of parental control apps are available for mobile devices, but adoption of these apps has been markedly low. To better understand these apps, their users, and design opportunities in the space of mobile online safety for adolescents, we have conducted four studies informed by the principles of Value Sensitive Design (VSD). In Study 1 (Chapter 2), we conducted a web-based survey of 215 parents and their teens (ages 13-17) using two separate logistic regression models (parent and teen) to examine the factors that predicted parental use of technical monitoring apps on their teens' mobile devices. Both parent and teen models confirmed that low autonomy granting (e.g., authoritarian) parents were the most likely to use parental control apps. The teen model revealed additional nuances, indicating that teens who were victimized online and had peer problems were more likely to be monitored by their parents. Overall, increased parental control was associated with more (not fewer) online risks. In Study 2 (Chapter 3), we conducted a structured, qualitative feature analysis of 75 Android mobile apps designed for promoting adolescent online safety. We found that the available apps overwhelmingly supported parental control through restriction and monitoring over teen self-regulation or parental active mediation. In Study 3 (Chapter 4), we conducted a qualitative analysis of 736 reviews of 37 mobile online safety apps from Google Play that were publicly posted and written by teens. Our results indicate that teen ratings were significantly lower than that of parents with 76% of the teen reviews giving apps a single star. Teens felt that the apps were overly restrictive and invasive of their personal privacy, negatively impacting their relationships with their parents. For our final study (Chapter 5), we developed a mobile app prototype suggesting alternative designs for keeping teens safe online and conducted a user study which showed that parents and children (ages 10-17) both significantly preferred our new app design over existing parental control apps. Both parents and children reported that our VSD informed design is less privacy-invasive for children and would improve communication and trust relationship between them. Yet, more work needs to be done to improve approaches for risk detection and mediation that support online safety. In summary, this research will enable researchers and designers to create more effective solutions for teen online safety that will help promote more positive parent-teen relationships.
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Date Issued: 2018
Identifier: CFE0007181, ucf:52256
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007181

Title: Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
Creator: Miller, Katie, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Roberts, Sherron, University of Central Florida
Abstract / Description: This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing,...
Show moreThis research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
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Date Issued: 2013
Identifier: CFE0004893, ucf:49674
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004893

Title: Making Waves, Mixing Colors, and Using Mirrors: The Self-Regulated Learning Support Features and Procedural Rhetoric of Three Whole-Body Educational Games.
Creator: Johnson, Emily, McDaniel, Rudy, Vie, Stephanie, Applen, John, Pigg, Stacey, Lindgren, Robb, University of Central Florida
Abstract / Description: This dissertation investigates the question, (")How can the procedural rhetoric of three whole-body educational games improve the understanding of self-regulated learning with digital technology?(") It explores three whole-body educational games (WBEGs) using a quantitative study, a case study, and analyses of their procedural rhetoric to better understand the roles these types of games can have in teaching digital literacy and self-regulated learning (SRL) skills. The three WBEGs, Waves,...
Show moreThis dissertation investigates the question, (")How can the procedural rhetoric of three whole-body educational games improve the understanding of self-regulated learning with digital technology?(") It explores three whole-body educational games (WBEGs) using a quantitative study, a case study, and analyses of their procedural rhetoric to better understand the roles these types of games can have in teaching digital literacy and self-regulated learning (SRL) skills. The three WBEGs, Waves, Color Mixer, and Light and Mirrors, are each intended to teach science concepts to players. These games are similarly structured in that they all invite players to immerse themselves in the game by standing on the (")screen(") (the games project images on the floor). The WBEGs differ from traditional console video games because they receive input from players via motion-sensing technology, requiring players to make large movements with their bodies to influence elements within the game. This study explains SRL as a complex combination of internal (mental) behavior, external (observable) behavior, and interpersonal (social) behavior, identifying within three WBEGs the presence of elements supporting the SRL behaviors of goal setting, strategy planning, collaboration, progress monitoring, feedback, and reflection. These findings inform the understanding of SRL by revealing that each game includes a different combination of SRL-supporting elements that encourage the use of SRL skills in different ways. SRL scaffolding features are those elements within a WBEG that guide players to use certain SRL strategies, helping and supporting their efforts much like construction scaffolding supports a building as it is being erected. This dissertation also utilizes analyses of procedural rhetoric to investigate the techniques reinforced by the underlying structure of these three WBEGs in an effort to further the understanding of digital literacy in education and sociocultural contexts. All three WBEGs appear to emphasize player agency and collaboration. Waves and Light and Mirrors encourage player strategy, while Color Mixer rewards speed and rote knowledge. These reinforced techniques perpetuate the underlying cultural values of accuracy, collaboration, problem-solving, autonomy, and scaffolding. This study discusses these values in the contexts of education and society.
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Date Issued: 2015
Identifier: CFE0005959, ucf:50799
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005959

self-regulated learning (3)	+ -
Self-regulation (2)	+ -
community college (2)	+ -
learning disabilities (2)	+ -
self-efficacy (2)	+ -

self-regulated strategy development (2)	+ -
writing instruction (2)	+ -
Academic achievement (1)	+ -
Adaptive Self-Regulation (1)	+ -
Adolescents (1)	+ -
Career development (1)	+ -
Cluster Analysis (1)	+ -
Conflict Orientation (1)	+ -
Demographics (1)	+ -
Feedback (1)	+ -
Hope (1)	+ -
Leadership (1)	+ -
Mindfulness (1)	+ -
Multiple Linear Regression (1)	+ -
Optimism (1)	+ -
Organizational Politics (1)	+ -
Perceived Stress (1)	+ -
Perception (1)	+ -
Performance (1)	+ -
Positive psychology (1)	+ -
Power (1)	+ -
Pre-Service Teachers (1)	+ -
STEM education (1)	+ -
Self Regulation (1)	+ -
Self-Monitoring (1)	+ -

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University of Central Florida (14)	+ -
Dieker, Lisa (2)	+ -
, (1)	+ -
Applen, John (1)	+ -
Bai, Haiyan (1)	+ -

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Lee, Ji-Eun (1)	+ -
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