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(1 - 9 of 9)
- Title
- Direct and Indirect Controls as Measures of Attachment: Gender, Delinquency, and the Parental Social Bond.
- Creator
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Hazlett-Knudsen, Rebekah, Ronnau, John, Surette, Raymond, Lawrence, Shawn, Bricout, John, University of Central Florida
- Abstract / Description
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Research specific to gender and violent juvenile delinquency is sparse due to two factors: a substantially higher incidence of delinquent male violence and the cost associated with drawing adequate female samples is frequently prohibitive (Howell, 2003). Gender-differences are explored in a sample of arrested juveniles using an expanded measure of parental attachment [bond]. The dimensions of emotional attachment, supervision, and time-involvement with a self-reported caregiver are explored...
Show moreResearch specific to gender and violent juvenile delinquency is sparse due to two factors: a substantially higher incidence of delinquent male violence and the cost associated with drawing adequate female samples is frequently prohibitive (Howell, 2003). Gender-differences are explored in a sample of arrested juveniles using an expanded measure of parental attachment [bond]. The dimensions of emotional attachment, supervision, and time-involvement with a self-reported caregiver are explored for between group differences and association with recognized risk factors for juvenile delinquency. Findings indicate that while statistically significant between-group differences are not found in the presentation of attachment, descriptive differences do exist. Females demonstrated a higher level of impairment in emotional attachment to a caregiver than their male counterparts; females arrested for a violent offense reported the highest level of problem in this area. Findings also indicate that the mechanism of attachment appears to function differently by gender group in terms of association with risk factors for delinquency. Time-involvement emerged as an important predictor for the full group and the female group, particularly in relationship with higher risk for antisocial peer involvement. Support for a gendered experience of parental attachment [social bond] is provided. Emotional attachment and time-involvement were found to be important predictors for the full group, while supervision was not indicated as important to any risk factor or to recidivism. The current research advances knowledge on gender-related differences within delinquency. Through enhancing the understanding of the complex gender-specific influences on juvenile crime, criminal justice and human service systems may better learn to address these needs thereby reducing both entrance rates into the juvenile justice system and recidivism.
Show less - Date Issued
- 2012
- Identifier
- CFE0004218, ucf:48990
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004218
- Title
- Investigating gender differences in student preferences for and achievement with educational games.
- Creator
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Regan, Damon, Hirumi, Atsusi, Atkinson, Thomas, Robinson, Edward, Witta, Eleanor, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate the choice behavior and achievement of male and female high school students who are given an option of taking a 36 week American History course in either a game-based format or a web-based format. It was hypothesized that (a) males would enroll more frequently in the game-based course than females, (b) there would be no significant difference in achievement between males and females in the game-based course or across course formats, and (c) there...
Show moreThe purpose of this study was to investigate the choice behavior and achievement of male and female high school students who are given an option of taking a 36 week American History course in either a game-based format or a web-based format. It was hypothesized that (a) males would enroll more frequently in the game-based course than females, (b) there would be no significant difference in achievement between males and females in the game-based course or across course formats, and (c) there would be no significant interaction between gender and the selection of course format.The study consisted of a sample of 7,962 11th grade students who enrolled in American History during the 2009/2010 school year at the Florida Virtual School (FLVS). Students planning to take 11th grade American History at FLVS were given the choice of enrolling in a game-based class format or a standard web-based online class format. A chi-square test of independence was used to analyze enrollment rates. An independent t test was used to analyze achievement based on gender in the game-based course. A two-way factorial analysis of variance (ANOVA) was used to analyze achievement data based on gender across course formats, enrollment, and the interaction of gender and enrollment.The chi-square results indicated that there is a relationship between gender and enrollment. Males chose to enroll in the game-based format of the course more frequently than females and females chose to enroll in the web-based format of the course more frequently than males. The independent t test results indicated that there is no significant difference in achievement based on gender in the game-based course. The ANOVA results indicated that there are significant differences in achievement based on gender as well as enrollment, but there are no significant differences in achievement based on the interaction of gender and enrollment. Implications for researchers, teachers, administrators, game developers, and funders are provided.
Show less - Date Issued
- 2012
- Identifier
- CFE0004235, ucf:49519
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004235
- Title
- Gender Differences and Fast Food Preferences Among U.S. College Students.
- Creator
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Persaud, Donald, Matejowsky, Ty, Geiger, Vance, Williams, Lana, University of Central Florida
- Abstract / Description
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The intent of this research is to examine the relationship of corporate fast food and health within the context of gender. It tests the hypothesis that Western perceptions of masculinity and femininity inform a differentiated pattern of food preference, which will correlate with health as measured by Body Mass Index (BMI). The targeted sample population for the study is the undergraduate community of the University of Central Florida, and fast food is a chosen dietary medium because it is an...
Show moreThe intent of this research is to examine the relationship of corporate fast food and health within the context of gender. It tests the hypothesis that Western perceptions of masculinity and femininity inform a differentiated pattern of food preference, which will correlate with health as measured by Body Mass Index (BMI). The targeted sample population for the study is the undergraduate community of the University of Central Florida, and fast food is a chosen dietary medium because it is an increasingly ubiquitous source of caloric energy in the American foodscape, representative of the mass production model applied to cuisine in Western nations. Data regarding fast food consumption habits were collected via survey producing a sample size of n=165 (n=116 females, n=49 males). Statistical analysis applied to this data yields conflicting results. While no gender based food preference is demonstrated, a correlation between BMI and frequency of consumption can be established. This suggests a gender-differentiated preference for fast food in general, if not for specific food items. From this sample, respondents were interviewed (n=14 females, n=8 males). Analysis of these interviews reveals an acute awareness by females of the connection between diet and health that is not reflected by males. Whether this perceived difference is based on an actual disparity of health education or a willingness to express this knowledge, it indicates a discrepancy which is likely attributable to cultural influences. While this study does not reveal gender-based differences in perception of specific foods, it does suggest disproportionate consumption patterns within genders which reflect distinct and contrasting cultural expectations in the U.S.
Show less - Date Issued
- 2013
- Identifier
- CFE0005044, ucf:49951
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005044
- Title
- AN ANALYSIS OF PREDICTORS OF ENROLLMENT AND SUCCESSFUL ACHIEVEMENT FOR GIRLS IN HIGH SCHOOL ADVANCED PLACEMENT PHYSICS.
- Creator
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DePalma, Darlene, Boote, David, University of Central Florida
- Abstract / Description
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A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation...
Show moreA problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with question taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that females have lower achievement scores, lower attitude, lower self-efficacy, and more stereotypical views regarding science than males. Secondly, the only significant differences found between males and females enrolled in AP physics were for stereotypical views toward science and one factor from the epistemological views questions, both of which favored females. Although the non AP boys significantly outscored non AP girls on science FCAT scores, the only other significant differences found between these groups of students were related to attitude, with the girls scoring higher than the boys on both counts. There were significant differences found for numerous variables between AP and non AP females, however, most of the same differences were found between the two ability groups of male students as well. This leads to the conclusion that these factors certainly play an important role in AP physics enrollment for both genders. But the few significant differences found exclusively between the two female ability groups; reading ability, stereotypical views toward science, and the epistemological beliefs regarding branches of physics being related by common principles and aspects of physics need to be inferred instead of directly measured, may play a more important role in increasing enrollment numbers of females.
Show less - Date Issued
- 2008
- Identifier
- CFE0002121, ucf:47533
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002121
- Title
- Personality Factors, Age, and Aggressive Driving: A Validation Using a Driving Simulator.
- Creator
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Vazquez Perez, Jose, Smither, Janan, Rinalducci, Edward, Sims, Valerie, Harris, Paul, Houston, John, University of Central Florida
- Abstract / Description
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Two studies were conducted to investigate the relationship between age, personality factors and aggressive driving behavior. In Study 1, 1122 volunteers completed an online survey that included questionnaires on demographic data, personality factors, and driving behavior. Personality factors were measured using the Revised Competitiveness Index, the Sensation Seeking Scale, the Big Five Inventory, and the Cook Medley Hostility Scale, whereas aggressive driving behavior was measured using the...
Show moreTwo studies were conducted to investigate the relationship between age, personality factors and aggressive driving behavior. In Study 1, 1122 volunteers completed an online survey that included questionnaires on demographic data, personality factors, and driving behavior. Personality factors were measured using the Revised Competitiveness Index, the Sensation Seeking Scale, the Big Five Inventory, and the Cook Medley Hostility Scale, whereas aggressive driving behavior was measured using the Aggressive Driving Behavior Scale (ADBS). The majority of the volunteers were female (786 versus 336), while ages ranged from 18 to 87. In Study 2, 98 volunteers from Study 1 were recruited to perform driving simulations on two scenarios. These volunteers consisted of 52 females and 46 males, with ages ranging from 18 to 83. Results from both studies produced positive correlations between aggressive driving behavior and competitiveness, sensation seeking, hostility, extraversion, and neuroticism, while negative correlations were obtained between aggressive driving behavior and age, agreeableness, conscientiousness, and openness. No significant correlation was obtained between gender and aggressive driving behavior. Most importantly, scores in the ADBS were positively correlated to a composite of scores measuring aggressive driving behavior in the simulator. This pattern of results not only validates the ADBS, but it also provides another mechanism to study aggressive driving behavior.
Show less - Date Issued
- 2013
- Identifier
- CFE0005067, ucf:49974
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005067
- Title
- EDUCATIONAL VIDEO GAME EFFECTS UPON MATHEMATICS ACHIEVEMENT AND MOTIVATION SCORES: AN EXPERIMENTAL STUDY EXAMINING DIFFERENCES BETWEEN THE SEXES.
- Creator
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Kappers, Wendi, Hirumi (Co-Chair: Witta), Atsusi (Co-Chair: Lea), University of Central Florida
- Abstract / Description
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An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated...
Show moreAn experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p<.05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p>.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.
Show less - Date Issued
- 2009
- Identifier
- CFE0002586, ucf:48270
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002586
- Title
- INDIVIDUAL DIFFERENCES IN EYEWITNESS TESTIMONY.
- Creator
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Cal, Noel A, Mouloua, Mustapha, University of Central Florida
- Abstract / Description
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Eyewitness testimony plays a crucial role in the justice system. Misidentification from eyewitnesses was reported in 70% of 300 DNA exonerations of wrongfully convicted individuals (Wixted et al., 2015). Similarly, many convicts can also be set free because of juror's faulty eyewitness recall during examination. Previous research indicated that females are more reliable in recall than men. However, these findings were not extensively examined with regards to time delay prior to the trial....
Show moreEyewitness testimony plays a crucial role in the justice system. Misidentification from eyewitnesses was reported in 70% of 300 DNA exonerations of wrongfully convicted individuals (Wixted et al., 2015). Similarly, many convicts can also be set free because of juror's faulty eyewitness recall during examination. Previous research indicated that females are more reliable in recall than men. However, these findings were not extensively examined with regards to time delay prior to the trial. Thus, it is important to systematically examine the various factors that influence eyewitness testimony. The present study was designed to empirically examine the effects of gender, interview technique, and time interval on eyewitness recall. It was hypothesized that female participants would outscore male participants in both facial and detail recall. It was also hypothesized that the cognitive interview would yield more accurate details about the crime in comparison to the standard interview. It was hypothesized that recall for participants would decay as the time interval increased. One hundred and four participants were randomly selected from a southeastern university to participate in the study. Ages of the participants ranged from 18-40 and consisted of fifty-two males and fifty-two females. They were required to complete a series of questionnaires consisting of demographics, mood measure, personality test, and standard/cognitive interviews. The results showed a significant effect between gender, interview technique, and time interval on detail recall. In addition, there was a significant main effect for interview type. There was a significant effect of gender and time interval on facial recall. It was found that extraversion significantly predicted detail recall as did agreeableness and neuroticism. The present findings further extend previous research examining the most effective interviewing techniques for eyewitness recall. It also indicated that females can accurately recall faces after a time delay in comparison to men. Furthermore, these results also clearly indicate that gender and time interval play a significant role in facial recall. Finally, the findings have practical implications for the jury selection system. For example, attorneys and judges might be inclined to choose women over men for specific cases where eyewitness details may be crucial for conviction. In addition, they may also use facial shots in order to enhance eyewitness recall. Personality measures can assist detectives to determine if a suspect is suitable for an interview. If at all possible, administering personality test for jurors may help in determining certain personality types are more prone to error.
Show less - Date Issued
- 2016
- Identifier
- CFH2000152, ucf:46033
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000152
- Title
- THE INFLUENCE OF SOCIAL CAPITAL FACTORS ON AFRICAN-AMERICAN AND HISPANIC HIGH SCHOOL STUDENT ACHIEVEMENT.
- Creator
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DAVIS, JACQUELINE, Dr. Cynthia J. Hutchinson, Dr. E. Lea Witta and, University of Central Florida
- Abstract / Description
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The underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the...
Show moreThe underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the researcher assessed indicators (school-sponsored activities, out-of-school activities, and parental involvement) within the construct of social capital, to see whether social capital could serve as a predictor of academic achievement among African American and Hispanic high school students. Data were analyzed through Repeated Measures analysis and Multiple Regression analysis controlling for gender, race, and socioeconomic status. The main effects revealed a statistically significant difference between the social capital factors in school-sponsored activities, out-of- school activities, and parent involvement. The results showed an increase in the first follow-up year. Socio-economic status, race and gender were statistically significant social capital factors. Females and African Americans were found to have higher levels of social capital in school-sponsored activities. Out-of- school activities revealed males had higher levels of social capital. Parent involvement indicators showed that female and Hispanic students were affected by social capital. Differences in math scores revealed an increase in the first follow-up year, showing males outscored females. Also, Hispanic students' scores were higher than African American students. Finally, the strongest predictors for academic achievement were gender, race, and participation in school sponsored activity in the base year and first follow-up year. In addition, parent involvement was also found to be a strong predictor of achievement in the follow-up year.
Show less - Date Issued
- 2009
- Identifier
- CFE0002673, ucf:48215
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002673
- Title
- Investigating the relationships between preferences, gender, and high school students' geometry performance.
- Creator
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Mainali, Bhesh, Haciomeroglu, Erhan, Dixon, Juli, Andreasen, Janet, Bai, Haiyan, University of Central Florida
- Abstract / Description
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In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were...
Show moreIn this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students.For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.
Show less - Date Issued
- 2014
- Identifier
- CFE0005374, ucf:50448
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005374
