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Title: THE INFLUENCE OF GOAL ORIENTATION ON TRAINEE LEARING STRATEGIES AND OUTCOMES OF A WORK READINESS PROGRAM.
Creator: Singleton, Charyl, Jentsch, Kimberly, University of Central Florida
Abstract / Description: Goal orientation is a construct that has been used to explain individuals' focus in achievement situations. Three subcomponents of this construct have been linked to a number of training-related processes and outcomes. Those higher on avoid performance goal orientation withdraw from situations in which they may appear incompetent to others. Those higher on prove performance goal orientation approach situations in which they can demonstrate their competence to others. Finally, those high...
Show moreGoal orientation is a construct that has been used to explain individuals' focus in achievement situations. Three subcomponents of this construct have been linked to a number of training-related processes and outcomes. Those higher on avoid performance goal orientation withdraw from situations in which they may appear incompetent to others. Those higher on prove performance goal orientation approach situations in which they can demonstrate their competence to others. Finally, those high on learning goal orientation approach situations in which they can continually grow and master new skills. Prior research has consistently found that effective learning strategies and outcomes are positively associated with learning goal orientation and negatively associated with avoid goal orientation. However, the findings with respect to prove goal orientation have been mixed. One possible reason for this is that the effect of prove goal orientation may be dependent on one's concurrent level of learning goal orientation. The present study investigated this notion using participants from an understudied population: unemployed adults. Specifically, data were collected from 188 unemployed females who participated in a training program designed to enhance basic work competencies necessary for most entry-level jobs. Results indicated that those higher on avoid performance goal orientation put forth less effort in voluntary practice activities took longer to complete the training program and learned less than those lower on avoid performance goal orientation. Additionally, prove performance goal orientation interacted with learning goal orientation to predict the amount of time spent practicing and learning. Theoretical and practical implications for training needs analysis, development, and assessment will be discussed.
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Date Issued: 2007
Identifier: CFE0001951, ucf:47460
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001951

Title: ASPECTS OF GOALS AND REWARDS SYSTEMS AS ANTECEDENTS OF ABUSIVE SUPERVISION: THE MEDIATING EFFECT OF HINDRANCE STRESS.
Creator: Bardes, Mary, Folger, Robert, University of Central Florida
Abstract / Description: In this study, I draw on research on goal setting, stress, and aggression to examine contextual antecedents of abusive supervision. I suggest that a characteristic of the supervisors' goals (viz., goal difficulty) can contribute to abusive supervisory behaviors through the effect it has on the supervisors' level of hindrance stress. I also propose that this mediating process is moderated by two characteristics of the supervisors' rewards (viz., goal-contingent reward and reward...
Show moreIn this study, I draw on research on goal setting, stress, and aggression to examine contextual antecedents of abusive supervision. I suggest that a characteristic of the supervisors' goals (viz., goal difficulty) can contribute to abusive supervisory behaviors through the effect it has on the supervisors' level of hindrance stress. I also propose that this mediating process is moderated by two characteristics of the supervisors' rewards (viz., goal-contingent reward and reward interdependence). Thus, I suggest a moderated mediation model predicting supervisors' hindrance stress acts as a mediator of the relationship between supervisors' difficult goals and abusive supervision. Moreover, I also posit that the mediation is stronger when the supervisors' rewards are contingent on goal attainment and their subordinates' performance. With a sample of 257 supervisor-subordinate dyads, I find that supervisors' hindrance stress partially mediates the relationship between supervisors' difficult goals and abusive supervision. However, the results revealed that this mediating effect is not moderated by the characteristics of the supervisors' rewards that were examined. The theoretical and practical implications of this study are identified and future research is discussed.
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Date Issued: 2009
Identifier: CFE0002569, ucf:48263
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002569

Title: Understanding the Perceived Experiences of Goal Setting of Mothers of Preschool Children: A Narrative Analysis.
Creator: Eckhoff, Dawn, Weiss, Josie, Quelly, Susan, Bushy, Angeline, Schmidt, Joseph, University of Central Florida
Abstract / Description: Mothers are often asked to use goal setting to help their children achieve optimal health. Before mothers can be successful, they must grasp the meaning and process of goal setting. Currently there is a glaring lack of published research regarding how goal setting is understood and experienced by mothers. The purpose of this qualitative study was to examine the self-described understanding and experiences of mothers, regarding goal setting for their preschool children.Narrative Inquiry was...
Show moreMothers are often asked to use goal setting to help their children achieve optimal health. Before mothers can be successful, they must grasp the meaning and process of goal setting. Currently there is a glaring lack of published research regarding how goal setting is understood and experienced by mothers. The purpose of this qualitative study was to examine the self-described understanding and experiences of mothers, regarding goal setting for their preschool children.Narrative Inquiry was used to explore mothers' experiences with goal setting. A purposive sample of mothers with children in a Voluntary Pre-Kindergarten program were recruited from the central Florida area. Data were obtained from demographic instruments and personal interviews using a semi-structured guide. Interviews were coded to ensure confidentiality, audio-recorded and transcribed. The narratives were analyzed for thematic emergence using content analyses techniques.Four major themes emerged: Parental Knowledge, Barriers, Process of Goal Setting, and Provider Involvement. Parental knowledge of goal setting was varied and unique; barriers of goal setting were focused on keeping children motivated and fear of failing; each participant used a different goal setting process and noted that provider involvement was limited at best. Data analysis revealed minimal effective communication between mothers and nursing providers about goal setting. As a result, mothers utilized unique goal setting processes for their children. Despite their varied understandings of goal setting and the goal setting process, these mothers were not stifled in their goal setting efforts. Educating nurses to communicate effectively with parents about goal setting with their children and addressing barriers they might face, is important. Incorporating goal setting into routine care can be an effective strategy to help patients attain health-related goals. Future research examining the perspective of goal setting from children and other caregivers and development of interventions to aid in goal attainment is needed.
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Date Issued: 2018
Identifier: CFE0007326, ucf:52141
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007326

Title: EXAMINING THE RELATIONSHIP BETWEEN TRAIT GOAL ORIENTATION AND BEHAVIOR IN TEAM DEBRIEFING SESSIONS.
Creator: Woods, Amanda, Salas, Eduardo, University of Central Florida
Abstract / Description: The present study explored the impact of the individual difference, goal orientation, on the team intervention, debriefing, thus contributing insight into a previously unexplored component behind debriefing effectiveness. Three sub-dimensions of goal orientation were examined in terms of their influence on debriefing: learning goal orientation, performance-prove goal orientation and performance-avoid goal orientation. The outcomes investigated included elements of a successful debrief: self...
Show moreThe present study explored the impact of the individual difference, goal orientation, on the team intervention, debriefing, thus contributing insight into a previously unexplored component behind debriefing effectiveness. Three sub-dimensions of goal orientation were examined in terms of their influence on debriefing: learning goal orientation, performance-prove goal orientation and performance-avoid goal orientation. The outcomes investigated included elements of a successful debrief: self-correction, self-promotion and speaking up behavior. A sample (N=69) of undergraduate students at the University of Central Florida individually completed a goal orientation self-report measure and participated in a team debriefing session within their three-person teams. The audio-recorded debriefing videos were transcribed and coded line-by-line to indicate the presence of the outcome variables. Hierarchical multiple regressions were utilized to analyze the direct relationships between the specific goal orientation sub-dimensions and hypothesized outcomes. Theoretical and practical implications are discussed.
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Date Issued: 2015
Identifier: CFH0004740, ucf:45361
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004740

Title: The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning.
Creator: Ao, Yu, Sivo, Stephen, Gunter, Glenda, Beverly, Monifa, Martin, Suzanne, University of Central Florida
Abstract / Description: This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories,...
Show moreThis study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.
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Date Issued: 2012
Identifier: CFE0004512, ucf:49270
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004512

Title: THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES.
Creator: Scielzo, Shannon, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description: The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be...
Show moreThe purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).
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Date Issued: 2008
Identifier: CFE0002203, ucf:47918
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002203

Title: FOREIGN LANGUAGE ORAL ASSESSMENT PRACTICES IN FLORIDA MIDDLE AND HIGH SCHOOLS.
Creator: Kellermeier, Grace, Sivo, Stephen, University of Central Florida
Abstract / Description: Current foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify...
Show moreCurrent foreign language pedagogy encourages a communicative approach to language learning. Instead of the reading and writing focus of the past, this communicative approach requires instruction in all skills, which include reading, writing, listening, speaking and having knowledge of associated cultures. A random sample of Florida foreign language teachers was surveyed to establish whether or not the goals and actual instructional practices were aligned. Respondents were asked to identify how much of a typical class period is dedicated to each of the five skills, and how much of a typical unit test is dedicated to the same five skills. The research showed that only the instruction and assessment of writing were aligned. Instruction and assessment of the other skills were unequal. A comparison of the means revealed that listening was actually instructed much more than assessed. The other means were similar, including writing. Reading was found to be the only skill that was assessed more than instructed. The variables examined in this study included the level of fluency, level of education, and amount of experience of the teacher, available resources, amount of the target language used in the classroom, as well as demographic information. The interaction of the level of education and experience of the teacher was significant. Teacher gender was also significant, although the disparate gender groups made it difficult to compare means. The other variables revealed no statistical significance. Slightly less than half of the respondents stated that they do not believe that they include enough oral assessment as a part of instruction. They reported a lack of time, student resistance, class size and unreliable technology as reasons for not including what they perceived to be enough oral assessment.
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Date Issued: 2010
Identifier: CFE0003557, ucf:48912
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003557

Title: LEARNING FOR THE NEXT GENERATION: PREDICTING THE USAGE OF SYNTHETIC LEARNING ENVIRONMENTS.
Creator: Evans, Arthur, Jentsch, Florian, University of Central Florida
Abstract / Description: The push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning...
Show moreThe push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning environments (SLEs). SLEs are instructional systems embedded within virtual worlds. These worlds can be simulations of some task, for instance a simulation that may be completed as part of a military training to mimic specific situations, or they could be in the form of a video game, for example, a game designed to maintain the attention of school children while teaching mathematics. The important components to SLEs are a connection to the underlying task being trained and a set of goals for which to strive toward. SLEs have many unique characteristics which separate them from other forms of education. Two of the most salient characteristics are the instructorless nature of SLEs (most of the learning from SLEs happens without instructor interaction) and the fact that in many cases SLEs are actually fun and engaging, thus motivating the learner to participate more and allowing them to experience a more immersive interaction. Incorporating the latter of these characteristics into a model originally introduced by Davis (1989) and adapted by Yi and Hwang (2003) for use with web applications, an expanded model to predict the effects of enjoyment, goal orientation, ease of use, and several other factors on the overall use of SLEs has been created. Adapting the Davis and Yi and Hwang models for the specific use of SLEs provides a basis understanding how each of the critical input variables effect the use and thus effectiveness of learning tools based on SLEs. In particular, performance goal orientation has been added to the existing models to more accurately reflect the performance characteristics present in games. Results of this study have shown that, in fact, performance goal orientation is a significant factor in the SLE Use and Learning model. However, within the model it is important to distinguish that the two varieties of performance goal orientation (prove and avoid) play different roles. Prove performance goal orientation has been shown to have significant relationships with several other critical factors while avoid performance goal orientation is only accounted for in its significant correlation with prove performance goal orientation. With this understanding, training developers can now have a better understanding of where their resources should be spent to promote more efficient and effective learning. The results of this study allow developers to move forward with confidence in the fact that their new learning environments will be effective in a number of realms, not only limited to classroom, business, or military training.
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Date Issued: 2010
Identifier: CFE0003060, ucf:48298
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003060

Title: BARRIERS AFFECTING COMPLIANCE WITH THE IMPLEMENTATION OF EARLY GOAL DIRECTED THERAPY IN THE EMERGENCY DEPARTMENT.
Creator: Castro, Ivan, Blackwell, Christopher, University of Central Florida
Abstract / Description: Early Goal Directed Therapy (EGDT) has been thoroughly researched and clinically supported to be effective at lowering morbidity and mortality associated with severe sepsis and septic shock. Due to the strengths of its efficacy, it has been integrated as an essential component of the Surviving Sepsis Campaign. However, very few studies have explored the barriers that affect compliance of the protocol in actual practice. The purpose of this study was to synthesize current research findings...
Show moreEarly Goal Directed Therapy (EGDT) has been thoroughly researched and clinically supported to be effective at lowering morbidity and mortality associated with severe sepsis and septic shock. Due to the strengths of its efficacy, it has been integrated as an essential component of the Surviving Sepsis Campaign. However, very few studies have explored the barriers that affect compliance of the protocol in actual practice. The purpose of this study was to synthesize current research findings regarding nursing barriers associated with EGDT. This research was limited to studies performed in the United States between 2003-2012, with patients at least 18 years old, and with data obtained from studies conducted within emergency departments (EDs) only. These findings may serve to help increase the compliance rate with the protocol among nurses in the ED. Findings indicated that compliance rates were mostly affected by two major barriers: 1) Lack of knowledge regarding the presentation and management of sepsis and septic shock, and 2)Lack of resources in the ED to perform the protocol to its full potential. Limitations of the review noted were that most research studies used were in major academic hospitals which limited the generalizability of the findings to other hospital settings. Nursing education should emphasize early recognition and aggressive treatment of sepsis. Future research should focus on addressing the most efficient ways to educate nurses on sepsis presentation and management and the ways these can be implemented in practice.
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Date Issued: 2013
Identifier: CFH0004420, ucf:45095
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004420

Title: SUPPORTING A STANDARDS-BASED TEACHING AND LEARNING ENVIRONMENT: A CASE STUDY OF AN EXPERT MIDDLE SCHOOL MATHEMATICS TEACHER.
Creator: Akyuz, Didem, Dixon, Juli K., University of Central Florida
Abstract / Description: Although it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since the second version of standards, Principles and Standards for School Mathematics (NCTM, 2000), the research underlines the lack of essential practices for standards-based teaching (Franke, Kazemi, & Battey, 2007). The literature also emphasizes the importance of planning in standards-based teaching, although few studies focus on the direct...
Show moreAlthough it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since the second version of standards, Principles and Standards for School Mathematics (NCTM, 2000), the research underlines the lack of essential practices for standards-based teaching (Franke, Kazemi, & Battey, 2007). The literature also emphasizes the importance of planning in standards-based teaching, although few studies focus on the direct planning of the teacher (Kilpatrick, Swafford, & Findell, 2001). The aim of the current study was to conduct a case study to extract the planning and classroom practices of an expert seventh grade mathematics teacher. The extracted practices were interpreted using the teaching-in-context theory which is based on the beliefs, goals, and knowledge of the teacher. The case study was conducted in a design experiment environment where the instructional sequence was revised based on the classroom instruction. The data were collected through different resources including videotapes of classroom sessions, teacher notes, students' artifacts, audiotapes of daily teacher interviews, weekly teacher meetings and classroom small groups in five weeks. Transcripts were used to observe the action patterns of the teacher during both planning and classroom practices. By triangulating the data, planning practices were separated into five categories: preparation, reflection, anticipation, assessment, and revision. These practices were interrelated in an environment of collaboration. Classroom practices also were categorized into five groups, namely creating and sustaining social norms, facilitating genuine mathematical discourse, supporting the development of sociomathematical norms, capitalizing on students' imagery to create inscriptions and notation, and developing small groups as communities of learners. Similar to the planning practices, these were also highly interrelated with social norms playing a key role in application of all other practices. The results showed that the expert teacher used a diverse set of practices with each practice comprised of multiple actions to create and sustain a standards-based environment. The results also indicated that standards-based teaching requires a rich and connected body of knowledge about students, curriculum, content, and literature. It was found that the depth of the teacher's knowledge allowed her to develop practices that were consistent with her beliefs and goals. Finally, the planning and classroom practices were found to be highly interrelated. While effective planning practices facilitated the application of standards-based teaching, the classroom teaching practices equipped the teacher with the data necessary to perform effective planning practices.
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Date Issued: 2010
Identifier: CFE0003449, ucf:48395
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003449

Title: EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT.
Creator: Astwood, Randolph, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description: Scenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the...
Show moreScenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the effects of immediate versus delayed feedback given to teams. Prior research on training individuals suggests that immediate feedback improves performance as assessed immediately after training (acquisition performance), however delayed feedback improves performance after time has passed (retention performance). Moreover, several individual training studies have found that trainee goal orientation moderates the influence of instructional features such as goal difficulty and content organization. I hypothesized that team member goal orientation would also moderate the influence of feedback timing on team performance. Three facets of goal orientation were assessed. Learning goal orientation refers to the extent to which individuals strive towards the mastery of skills for the sake of continuous improvement. Prove goal orientation refers to the extent to which individuals strive to demonstrate their own competence to others. Finally, avoid goal orientation refers to the extent to which individuals seek to avoid demonstrating their incompetence to others. Participants were 160 undergraduate psychology students assigned to 80 two-person teams. These teams were trained and tested using a simulated military task called the Forward Observer Personal Computer-based Simulator. Teams received 36 minutes of training prior to performing a skill acquisition test on day one of the experiment. One week later teams returned to perform a skill retention test. Teams were randomly assigned to receive immediate feedback during their team training scenarios or delayed feedback following each training scenario. Results indicated that the timing of feedback had no impact on acquisition performance. As predicted, however, teams that had received delayed feedback outperformed those that had received immediate feedback on the retention test. Moreover, the positive impact of delayed feedback on retention performance was greatest for teams that scored higher on a measure of state learning goal orientation on the day of their training. This interaction was mediated by the team's perception of the instrumentality of the feedback provided to them. Theoretical and practical implications, as well as, limitations and directions for future research are discussed.
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Date Issued: 2009
Identifier: CFE0002672, ucf:48244
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002672

Title: A Study of the Relationship between Continuous Professional Learning Community Implementation and Student Achievement in a Large Urban School District.
Creator: Sutula, Erica, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
Abstract / Description: The purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the...
Show moreThe purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the two school years of N=5,954.The research questions for this study focused on (a) the change in teacher's perception of teachers from the 2012 to the 2014 school year, (b) the impact, if any, of teacher and leader perception on student performance for the FCAT, (c) the differences between the perceptions of teachers and leaders. This study added to the findings of Ellis (2010), expanding the understanding of the complexities of collaboration among teachers, administrators, collaboration, and students. Conclusions from the quantitative analysis found a statistically significant difference between how teachers perceived the implementation of collaborative time during both the 2012 and 2014 school years. Further analysis concluded that there was a statistically significant positive relationship between continual PLC implementation and student achievement for Grade 3 Reading and Mathematics. Other grade levels did show educationally significant findings for the impact of continual implementation on student achievement, but the results did not meet the criteria for statistical significance. There was not a statistically significant relationship between any other measure and any of the considered standardized test scores. Statistically significant differences were found between the 2012 and 2014 perceptions of teachers and leaders.Recommendations from the quantitative analysis include the importance of having collaborative time for teachers. Furthermore, leaders should focus on maximizing the effectiveness of collaborative time by curtailing the amount of required administrative tasks, thereby allowing teachers to focus on designing instructional interventions and analyzing student data through collaboration. This study is an addition to the current literature demonstrating the general perceptions, and impacts of long term implementation of the PLC model, when paired with Ellis' (2010) study it is clear that teachers need continual work within one collaborative model, modeling of collaborative practices by leadership, and support from school leaders for collaborative time to begin positively impacting student achievement.
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Date Issued: 2017
Identifier: CFE0006802, ucf:51812
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006802

Title: Does Constructive Criticism Boost Creativity? Examining the Moderating Role of Leader-Member Exchange, Learning Goal Orientation, and Feedback Seeking Behavior.
Creator: Burnell, Devin, Modianos, Doan, Ford, Cameron, Ehrhart, Mark, University of Central Florida
Abstract / Description: This research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the...
Show moreThis research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the best solution. Previous research informs that three psychological mechanisms are responsible for creative actions: (1) sense-making, (2) motivation, and (3) knowledge processes. Constructive criticism is posited to act simultaneously on each of these processes to encourage creative performance across the creativity process. This relationship is hypothesized to be moderated by leader-member exchange. Furthermore, follower feedback-seeking behavior and learning goal orientation are also hypothesized to moderate the constructive criticism and creativity relationship. A series of moderated multiple regression analyses were conducted on survey data from 201 employees and 83 leader-follower dyads. Results indicate that constructive criticism has a null relationship with creativity, and may be detrimental to the in-role performance of followers. However, more nuanced analyses show that these relationships are to some degree moderated by leader-member exchange, the follower's learning goal orientation, and the follower's frequency of feedback seeking behavior.
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Date Issued: 2018
Identifier: CFE0006982, ucf:51681
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006982

Title: Cooperative vs Competitive Goals in Educational Video Games.
Creator: Smith, Peter, Bowers, Clint, McDaniel, Thomas, Kincaid, John, Cannon-Bowers, Janis, University of Central Florida
Abstract / Description: The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve...
Show moreThe concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.
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Date Issued: 2012
Identifier: CFE0004603, ucf:49913
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004603

Title: OPTIMIZING THE LEVEL OF CUSTOMIZATION FOR PRODUCTS IN MASS CUSTOMIZATION SYSTEMS.
Creator: Spahi, Sami, Hosni, Yasser, University of Central Florida
Abstract / Description: Mass customization (MC) was developed to capitalize on the combined benefits of economies of scale and economies of scope. Balancing the tradeoffs involved in an MC system warrants the determination of the degree or the extent of customization. Most of the literature views the degree of customization as how early or how far the customer is integrated in the production cycle, which is defined as the order decoupling point. In this study we are addressing the degree of customization from a...
Show moreMass customization (MC) was developed to capitalize on the combined benefits of economies of scale and economies of scope. Balancing the tradeoffs involved in an MC system warrants the determination of the degree or the extent of customization. Most of the literature views the degree of customization as how early or how far the customer is integrated in the production cycle, which is defined as the order decoupling point. In this study we are addressing the degree of customization from a product structural perspective. There are two objectives in this research. The first is to develop a unit of measurement for the degree of customization of a product in an MC system. The second is to construct an optimization model to determine the level of customization that would best satisfy the organizational goals. The term "Magnitude of Customization" (MOC) has been introduced as a measuring unit for the degree of customization on a customization scale (CS). The MOC is based on the number of module options or the extent of customizable features per component in a product. To satisfy the second objective, an analytical model based on preemptive goal programming was developed. The model optimizes the solution as to how far an organization should customize a product to best satisfy its strategic goals. The model considers goals such as increasing the market share, and attaining a higher level of customer satisfaction, while keeping the risk or budget below a certain amount. A step-by-step algorithm is developed for the model application. A case study of an aluminum windows and doors company is used to verify and validate the model. A double panel sliding window is selected as the subject of our study. Information related to company goals and objectives vis-à-vis customization is gathered, through interviews and questionnaires, from the upper management including Operations, Marketing, and Finance Departments. The Window design and technical information are collected from the Manufacturing Department. The model and its solution provided specific recommendations on what to customize and to what degree to best satisfy primary strategic goals for the organization. Results from the model application shows that the company is able to meet the five goals that they had identified with two goals having a deviation of 4.7% and 6.6% from the targets. To achieve the stated goals, the model recommends an overall degree of customization of approximately 32.23% and delineates that to the component and feature levels. For validation, the model results are compared to the actual status of the company and the manufacturer's recommendation without prior information about the model outcome. The average difference, for attaining the same goals, is found to be 6.05%, at a standard deviation of 6.02% and variance of 36.29%, which is considered adequately close. The proposed model presents a framework that combines various research efforts into a flexible but encompassing method that can provide decision-makers with essential production planning guidelines in an MC setup. Finally, suggestions are provided as to how the model can be expanded and refined to include goal formulations that accommodate potential MC systems and technology advances. To the best of our knowledge, this research is a pioneer in quantifying customization in an MC environment and relating it to the organizational goals through modeling and optimization.
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Date Issued: 2008
Identifier: CFE0002197, ucf:47902
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002197

Title: YOU SCRATCH MY BACK AND I'LL SCRATCH YOURS: MENTOR-PERCEIVED COSTS AND BENEFITS AND THE FUNCTIONS THEY PROVIDE THEIR PROTéGéS.
Creator: Fullick, Julia, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description: Mentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were...
Show moreMentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were collected from 86 protégés and their current supervisory mentors. Consistent with expectations, when mentors reported greater costs of embarrassment associated with their relationship, the protégé reported receiving greater dysfunctional mentoring. Protégés who reported receiving greater functional mentoring tended to have mentors who perceived greater benefits of mentoring them. Both protégé and mentor goal orientations demonstrated significant correlations with mentor-perceived costs and benefits of their relationships. Implications for training and reinforcing functional mentoring will be discussed.
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Date Issued: 2008
Identifier: CFE0002404, ucf:47766
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002404

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

Title: Building a Foundation for Goal-Attainment and Problem-Solving in Interdisciplinary Studies: Reimagining Web-Based Core Curriculum through a Classical Lens.
Creator: Jardaneh, Said, Fiore, Stephen, Sims, Valerie, McDaniel, Rudy, University of Central Florida
Abstract / Description: The core curriculum of interdisciplinary studies undergraduate programs represents interdisciplinarity as a consciously applied process, whether individually or collaboratively, of drawing and integrating insights from various disciplinary perspectives toward complex problem-solving and innovation. At the front-end of these programs students are often introduced to interdisciplinarity through terminology, metaphors, concepts, and context that are intended to familiarize them with the process....
Show moreThe core curriculum of interdisciplinary studies undergraduate programs represents interdisciplinarity as a consciously applied process, whether individually or collaboratively, of drawing and integrating insights from various disciplinary perspectives toward complex problem-solving and innovation. At the front-end of these programs students are often introduced to interdisciplinarity through terminology, metaphors, concepts, and context that are intended to familiarize them with the process. This initiation usually precedes what will ultimately entail a limited number of upper-division courses within the several disciplines or areas that will encompass a unique plan of study characterized by its breadth. The philosophy underlying current pedagogy in interdisciplinary studies appears in many ways to mirror the cognitive habitudes and socio-cultural zeitgeist that have emerged with our increasing connectedness with and reliance on digital technology.This dissertation proposes that through a revised front-end core curriculum revisiting both classical and Ramist pedagogy, and perhaps reframing how we think about interdisciplinarity itself, we need not sacrifice depth for breadth. Rather, we may be able to encourage a broadly applicable self-directed goal-centered mindset in our students that places equal emphasis on both breadth and depth in terms of deliberate knowledge acquisition. Through adapting the initial phases of a cognitivist instructional design model provisional week-by-week, curricular content is presented to illustrate how this endeavor might be realized within the context of interdisciplinary studies or like programs. This core curricular model is intended as an alternative well-suited to both the fully online and mixed mode format as well as the diversity of students within the typical undergraduate interdisciplinary studies program.
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Date Issued: 2016
Identifier: CFE0006120, ucf:51180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006120

Title: A Historical Analysis of the Evolution of the Administrative and Organizational Structure of the University of Central Florida as it Relates to Growth.
Creator: Lindsley, Boyd, Murray, Barbara, Doherty, Walter, Murray, Kenneth, Dziuban, Charles, University of Central Florida
Abstract / Description: This was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university...
Show moreThis was a qualitative historical study, which was recounted chronologically and organized around the terms of the four full-time presidents of the university. The review addressed the processes associated with the establishment and development of Florida Technological University beginning in 1963 through its name change to the University of Central Florida in 1979, concluding in 2013. The organization's mission, vision, and goals, how they evolved and the impact they had on the university were of particular interest. The study was focused on the administrative actions and organizational changes that took place within the university to assist faculty in teaching, research, and service as well as external conditions and events which impacted the university and shaped its development. The growth of the university, as well as the productivity of the faculty, were of interest in the study.
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Date Issued: 2015
Identifier: CFE0005650, ucf:50187
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005650

Title: Managing Effective Collaboration among Law Enforcement, Intelligence Services, and Military Forces in Fight against Terrorism and Organized Crime.
Creator: Demirhan, Cihan, Kapucu, Naim, Hu, Qian, Feldheim, Mary Ann, Rivera, Fernando, University of Central Florida
Abstract / Description: The fight against terrorism and organized crime require strong collaboration between public security organizations. Public security networks include several agencies that are not bound to each other with strong hierarchical ties. Because of a lack of the strong hierarchical structure, managing public networks is not similar to managing a single government agency. This study aims to examine the factors influencing network effectiveness in the public security sector. The main research questions...
Show moreThe fight against terrorism and organized crime require strong collaboration between public security organizations. Public security networks include several agencies that are not bound to each other with strong hierarchical ties. Because of a lack of the strong hierarchical structure, managing public networks is not similar to managing a single government agency. This study aims to examine the factors influencing network effectiveness in the public security sector. The main research questions of the study are: Which factors are important for effectiveness in public security networks? What is the role of inter-organizational trust among partner agencies? Which kind of leadership style will achieve the highest performance in public security networks? What is the relative importance of goal convergence and organizational culture in network effectiveness? How does the relationship between inter-organizational trust, leadership style, goal convergence and organizational culture impact network effectiveness? In order to find these relations, a self-reported survey was sent to 2,095 current and previous Turkish public security network managers. The study found that inter-organizational trust and goal convergence have a positive relationship with network effectiveness. Although facilitator leadership is found to be the most common leadership style in Turkish public security networks, it is found as inappropriate to achieve higher network effectiveness. According to the results, the co-producer network leadership is the most convenient leadership style in terms of network effectiveness. While the results of the descriptive statistics confirm that six specific features of organizational culture in public security sector have negative influence on network effectiveness, the hypothesis testing with the covariance structure model only support the negative impact of competition among partner organization. This study contributes to the literature on network effectiveness with particular proposals for the public security managers and practitioners.
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Date Issued: 2014
Identifier: CFE0005479, ucf:50350
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005479

Goal Orientation (3)	+ -
Training (3)	+ -
goal orientation (3)	+ -
goals (3)	+ -
Serious Games (2)	+ -

beliefs (2)	+ -
feedback (2)	+ -
motivation (2)	+ -
4-D trajectories (1)	+ -
ATC preferences (1)	+ -
Athletic participation (1)	+ -
Barriers (1)	+ -
CDM (1)	+ -
Chinese (1)	+ -
Competition (1)	+ -
Computer-Mediated Communication (1)	+ -
Cooperation (1)	+ -
Cornerstone (1)	+ -
Culture (1)	+ -
Decision Analysis (1)	+ -
Degree of Customization (1)	+ -
Design for Mass Customization (1)	+ -
Disciplinarity (1)	+ -
EASA (1)	+ -
ED (1)	+ -
EGDT (1)	+ -
Early Goal Directed Therapy (1)	+ -
East Asian (1)	+ -
Educational Games (1)	+ -
Elementary and Secondary Act of 1965 (1)	+ -

ETD Collection (21)	+ -
Honors Collection (2)	+ -

University of Central Florida (23)	+ -
Doherty, Walter (3)	+ -
Smith-Jentsch, Kimberly (3)	+ -
Taylor, Rosemarye (3)	+ -
Sivo, Stephen (2)	+ -

Akyuz, Didem (1)	+ -
Ao, Yu (1)	+ -
Astwood, Randolph (1)	+ -
Baldwin, Lee (1)	+ -
Bardes, Mary (1)	+ -
Beverly, Monifa (1)	+ -
Blackwell, Christopher (1)	+ -
Bowers, Clint (1)	+ -
Burnell, Devin (1)	+ -
Bushy, Angeline (1)	+ -
Cannon-Bowers, Janis (1)	+ -
Castro, Ivan (1)	+ -
Cox, Dr. Thomas (1)	+ -
Demirhan, Cihan (1)	+ -
Dixon, Juli K. (1)	+ -
Dziuban, Charles (1)	+ -
Eckhoff, Dawn (1)	+ -
Ehrhart, Mark (1)	+ -
Ellis, Amanda (1)	+ -
Evans, Arthur (1)	+ -
Feldheim, Mary Ann (1)	+ -
Fiore, Stephen (1)	+ -
Flanigan, Jacquelyn (1)	+ -
Folger, Robert (1)	+ -
Ford, Cameron (1)	+ -

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