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- Title
- THE ROLE OF PARENTING AND ATTACHMENT IN IDENTITY STYLE DEVELOPMENT.
- Creator
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Ratner, Kaylin, Berman, Steven, University of Central Florida
- Abstract / Description
-
Due to the significant relationships between parenting style, attachment, and identity formation found in previous literature, this study investigated the possibility of attachment playing a mediational role in the relationship between parenting and identity style. A total of 264 students from two high schools participated in this study. Although not mediational, significant relationships between maternal responsiveness, attachment, and the normative identity style were found. An outstanding...
Show moreDue to the significant relationships between parenting style, attachment, and identity formation found in previous literature, this study investigated the possibility of attachment playing a mediational role in the relationship between parenting and identity style. A total of 264 students from two high schools participated in this study. Although not mediational, significant relationships between maternal responsiveness, attachment, and the normative identity style were found. An outstanding and unexpected finding of this study was that the attachment and responsiveness measurements, although thought to be assessing different variables, are now suspected to be looking at constructs that are almost one-in-the-same. Extending to practical applications, the results of this study could be used to aid programs focused on fostering positive youth development by emphasizing parental interaction, warmth, and support.
Show less - Date Issued
- 2013
- Identifier
- CFH0004333, ucf:45049
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004333
- Title
- PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS.
- Creator
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Combs, Daniel Paul, Dziuban, Charles D., University of Central Florida
- Abstract / Description
-
Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the...
Show moreCandidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are theiiicomponents of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry
Show less - Date Issued
- 2004
- Identifier
- CFE0000036, ucf:46119
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000036
- Title
- Examination of an Online College Mathematics Course: Correlation between Learning Styles and Student Achievement.
- Creator
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Steele, Bridget, Dixon, Juli, Hynes, Michael, Haciomeroglu, Erhan, Hopp, Carolyn, Dziuban, Charles, University of Central Florida
- Abstract / Description
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The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face...
Show moreThe purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age groups.
Show less - Date Issued
- 2012
- Identifier
- CFE0004445, ucf:49320
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004445
- Title
- THE EFFECT OF APHASIA ON QUALITY OF LIFE, COPING STYLE, AND RESILIENCE.
- Creator
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Hernandez, Nelson J, Whiteside, Janet D., University of Central Florida
- Abstract / Description
-
Approximately one million people in the United States suffer from aphasia. There are multiple types of aphasia, however they are usually placed into two categories: non-fluent or fluent. The psychosocial factors that are impacted due to the type of aphasia has not been systematically investigated. The purpose of this study is to examine how non-fluent and fluent Individuals With Aphasia (IWA) compare or contrast across three psychosocial factors, Quality of Life (QoL), coping style, and...
Show moreApproximately one million people in the United States suffer from aphasia. There are multiple types of aphasia, however they are usually placed into two categories: non-fluent or fluent. The psychosocial factors that are impacted due to the type of aphasia has not been systematically investigated. The purpose of this study is to examine how non-fluent and fluent Individuals With Aphasia (IWA) compare or contrast across three psychosocial factors, Quality of Life (QoL), coping style, and resilience. The World Health Quality of Life- BREF (WHOQOL-BREF), Assimilative-Accommodative Coping Scale (AACS), and the Connor-Davidson Resilience Scale-10 item version (CD-RISC-10), were administered once to 24 subjects with a diagnosis of aphasia. Four of the subjects were excluded after administration, due to incompletion of questionnaire or not meeting inclusion criteria. A cross sectional multivariate analysis of variance (MANOVA) study design was utilized with a separate one-way analysis of variance (ANOVA) utilized to analyze each domain and scale individually. Results from the MANOVA analysis showed no statistically significant difference between non-fluent and fluent IWA when considered jointly among the three Likert scales. However, a separate ANOVA was conducted for each scale individually and showed a statistically significant difference between fluent and non-fluent IWA in the domains of Social Relationships and Environment for the WHOQOL-BREF scale. There was no statistically significant difference discovered among the other domains and scales. In conclusion, the significant difference found between fluent and non-fluent IWA in the domains of Social Relationships and Environment, may be due to the majority of the fluent IWA being categorized as anomic, a higher functioning form of aphasia. Whereas the majority of non-fluent IWA were categorized as having Broca's aphasia, which greatly affects speech output and, in six out of nine participants, hemiplegia was noted. Future research may want to take into account the severity of aphasia when comparing and contrasting non-fluent and fluent IWA.
Show less - Date Issued
- 2016
- Identifier
- CFH2000147, ucf:46038
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000147
- Title
- UGH...STATISTICS! COLLEGE STUDENTS' ATTITUDES AND PERCEPTIONS TOWARD STATISTICS.
- Creator
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Doyle, Drew A, Brophy-Ellison, James, University of Central Florida
- Abstract / Description
-
Statistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can...
Show moreStatistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can carry on throughout the entirety of the course. This thesis will focus primarily on students' perceptions and attitudes toward their statistics courses rather than their performance. Many courses are taught a specific way that is conducive to all learning styles, which may lead to the students not enjoying or understanding their statistics course. The students' learning style may also be correlated to their attitude and perception of statistics. The goal of this thesis is to better understand the college students in order to adapt the current methods so that student can enjoy the course, appreciate the knowledge they learn and its impact on their future career paths.
Show less - Date Issued
- 2017
- Identifier
- CFH2000165, ucf:45988
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000165
- Title
- THE ANALYSIS OF THE RELATIONSHIP BETWEEN LEARNING STYLES AND THE LEARNERS' KNOWLEDGE ACQUISITION AND REACTIONS THROUGH THE ONLINE CASE STUDY.
- Creator
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ZENG, RUI, Blasi, Laura, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at...
Show moreThe purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at a southeastern university, the researcher examined how students learned and responded to an online case study relative to their learning styles. Kolb's learning style inventory and a learner feedback survey questionnaire were administered respectively before and after the case study. Scores on Kolb's learning style inventory were used to classify the students' learning style preferences. A paired samples t-test was used to analyze the learners' knowledge test scores before and after the case study. The data revealed that the mean of students' post-test scores was significantly higher than the mean of their pre-test scores. Using descriptive methods, students' responses to the feedback questionnaire were analyzed. There was no difference shown between students with different learning style preferences, their overall reactions to the case study, and their reactions to certain elements (e.g., the content map, the assistants, and the navigation) included in the case study. Overall, most students' reactions to the case study were positive. Open-ended questions in the feedback questionnaire were analyzed and three assertions were generated. Of the optional features included within the case study, eighty two percent of students used the practice quizzes to self-check whether they understood the concepts and content covered in the cases. Students' post-test scores were congruent with their reactions to the online case study (with higher scoring students expressing more positive responses); and students' preferences regarding the use of online cases for study emerged in patterns relative to their career background. The study results showed that case studies can be used effectively in teacher education programs, while many learners (74%) favored using the case study and developed positive reactions through their case study experiences.
Show less - Date Issued
- 2006
- Identifier
- CFE0001279, ucf:46884
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001279
- Title
- AN INVESTIGATION OF PRINCIPALS' ATTITUDES TOWARD THE KNOWLEDGE AND USE OF LEARNING STYLES IN THERAPEUTIC SETTINGS.
- Creator
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Pancoast, Renee, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
In March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was...
Show moreIn March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was provided through three research questions: (a) to determine to what extent principals in therapeutic settings self-reported general knowledge of learning style applications, (b) to determine to what extent principals exhibit positive attitudes toward the use of learning style theory- supported instructional methods and materials, and (c) to determine to what extent principals in therapeutic settings support the application of learning style theory. All administrators reported general knowledge of learning style theories, three basic learning styles, and matching teaching strategies with learning styles. All administrators believed that students do exhibit different learning styles, learning styles have a place in education, and teachers should receive learning style training. They also expressed the belief that learning styles impact student learning, matching teaching strategies to learning styles was important for academic success, a learning style inventory was necessary, and matching mental health disorders to learning styles was important for academic achievement. The most documented change due to learning style-based instruction was evidenced by test scores and earned grades. All administrators wanted to learn more about learning styles. Almost 90% of administrators indicated that they were providing learning style training. Almost 100% (95.6%) reported they observed improvement on academic achievement due to learning style-based instruction.
Show less - Date Issued
- 2006
- Identifier
- CFE0001249, ucf:46890
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001249
- Title
- THE RELATIONSHIP BETWEEN PARENTING STYLES, ACCULTURATION, INDIVIDUATION, AND MENTAL HEALTH IN ARAB AMERICANS ADULTS.
- Creator
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Atia, Mira, Jensen, Bernard, University of Central Florida
- Abstract / Description
-
Parents are among the important socialization agents that influence the persons we become. Previous research (Baumrind, 1967; 1972; 1991; 1987) has identified three primary parenting styles: permissive, authoritative, and authoritarian, and a large amount of research has investigated the long term implications of these styles. The current study aimed to investigate the universality of these parenting styles, in particular, among Arab American Adults (N =22). The study examined the...
Show moreParents are among the important socialization agents that influence the persons we become. Previous research (Baumrind, 1967; 1972; 1991; 1987) has identified three primary parenting styles: permissive, authoritative, and authoritarian, and a large amount of research has investigated the long term implications of these styles. The current study aimed to investigate the universality of these parenting styles, in particular, among Arab American Adults (N =22). The study examined the relationships between overall mental health, parenting styles, individuation, and acculturation in this population. Unfortunately, a small sample size limited the analyses performed, and the findings did not show any significant correlations between parenting styles, individuation, or acculturation and overall mental health. Implications of findings are discussed as well as suggestions for implementing more culturally sensitive methods and measures.
Show less - Date Issued
- 2014
- Identifier
- CFH0004662, ucf:45272
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004662
- Title
- THE MEDIATING ROLE OF RESILIENCE IN THE RELATIONSHIP BETWEEN ATTACHMENT STYLE AND SYMPTOMS OF DEPRESSION AND ANXIETY.
- Creator
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Jurgensen, Melanie, Renk, Kimberly, Hundley, Gulnora, University of Central Florida
- Abstract / Description
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Although previous research has identified a relationship between insecure attachment styles and symptoms of depression and anxiety, evidence regarding the mechanisms of action driving this relationship has been lacking. Consequently, the current study examined the mediating role of resilience in the relationship between insecure attachment styles (i.e. anxious-avoidant, anxious-ambivalent, helpless-disorganized and frightened-disorganized) and symptoms of depression and anxiety. The current...
Show moreAlthough previous research has identified a relationship between insecure attachment styles and symptoms of depression and anxiety, evidence regarding the mechanisms of action driving this relationship has been lacking. Consequently, the current study examined the mediating role of resilience in the relationship between insecure attachment styles (i.e. anxious-avoidant, anxious-ambivalent, helpless-disorganized and frightened-disorganized) and symptoms of depression and anxiety. The current study included a sample of 182 participants (i.e., 87 men and 95 women) who completed six questionnaires that assessed each participants' relationship with their caregivers during their childhood, present symptoms of depression and anxiety, and their resilience. Correlational analyses indicated significant relationships among the variables being studied. The formation of an insecure attachment during childhood predicted significantly symptoms of depression and anxiety in adulthood in both men and women. More specifically, the relationship between anxious-avoidant and anxious-ambivalent with symptoms of depression was partially mediated by resilience for men. There were no significant mediation for symptoms of anxiety for me. Within the women population, resilience served as a partial mediator in the relationship between anxious-ambivalent attachment and depression as well as in the relationship between frightened-disorganized attachment and anxiety. Such findings suggested that resilience could act as a protective factor against symptoms of depression and anxiety. These results demonstrated the importance for promoting resilience, especially for individuals who formed insecure attachments during childhood. The importance of studying the relationships among these variables is discussed further.
Show less - Date Issued
- 2019
- Identifier
- CFH2000564, ucf:45610
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000564
- Title
- RELATIONSHIPS OF COMBINED PARENTING STYLES OF STEP AND BIOLOGICAL PARENTS IN STEPFAMILY RELATIONSHIP FORMATION AND EMERGING ADULT STEPCHILDREN'S ADJUSTMENT.
- Creator
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Kison, Saarah, Renk, Kimberly, University of Central Florida
- Abstract / Description
-
Previous stepfamily research suggested that the parenting styles of biological parents and stepparents are related to children's behavioral adjustment. Scant research also provided evidence of the significance of combined parenting styles on emerging adults' behavioral adjustment. In conjunction with this literature, the scope of the current study served four purposes. First, the current study examined the degree to which parenting styles predict emerging adults' behavioral adjustment. Second...
Show morePrevious stepfamily research suggested that the parenting styles of biological parents and stepparents are related to children's behavioral adjustment. Scant research also provided evidence of the significance of combined parenting styles on emerging adults' behavioral adjustment. In conjunction with this literature, the scope of the current study served four purposes. First, the current study examined the degree to which parenting styles predict emerging adults' behavioral adjustment. Second, the degree to which biological parent and stepparent parenting styles predict the emerging adult-biological parent and stepparent relationships was examined. Third, the degree to which the emerging adult-biological parent and stepparent relationships predict adjustment was examined. Fourth, emerging adult-biological parent and stepparent relationships were examined as mediators in the relationship between parenting styles and emerging adults' adjustment. As part of this study, 100 emerging adults who were enrolled in a psychology course at the University of Central Florida were given a series of questionnaires regarding the variables of interest (i.e., parenting style, stepparenting style, biological parent-emerging adult relationships, stepparent-emerging adult relationships, and emerging adults' adjustment). Results of this study provided confirmation of previously held notions that both parenting styles and relationships are predictors of emerging adults' adjustment. Additionally, this study contributes new information concerning the significance of combined parenting styles and the use of parent-emerging adult relationships as a mediator between an authoritative parenting style and emerging adults' adjustment.
Show less - Date Issued
- 2011
- Identifier
- CFH0003865, ucf:44710
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003865
- Title
- THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS.
- Creator
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Blanton, Elizabeth Lynn, Kysilka, Marcella L., University of Central Florida
- Abstract / Description
-
ABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT),...
Show moreABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples test was used to analyze the scores among the students classified as LOW GEFT, MID GEFT, and HIGH GEFT for mean differences in scores on the three test formats. The data revealed that for LOW GEFT students, the format of the test impacted their scores, with the mean of the scores of the un-timed multiple-choice test being significantly higher than the timed multiple-choice test and the constructed response format. The data also showed that for the MID GEFT students the mean of the scores for the un-timed multiple-choice test was significantly higher than the means for the timed multiple-choice test scores and the constructed response test scores. However, no significant mean difference was found between the timed multiple-choice test scores and the constructed response test scores. For the HIGH GEFT students, significant mean difference existed only between the un-timed multiple-choice and the timed multiple- choice scores. The means of reading comprehension test scores on the three formats between the LOW GEFT, MID GEFT, and HIGH GEFT students indicated significant mean difference between the timed multiple choice test scores but not between the means of the scores for the constructed response and the un-timed multiple-choice test scores.Demographically, when the means of the reading test scores were analyzed with ethnicity as the controlling variable, the Hispanic students had a significantly higher mean on the scores for the constructed response test format. No other significant mean differences were found between the scores of the African American, Caucasian, Hispanic, or Native American students. When the means of the reading test scores were analyzed with gender as the controlling variable, no significant mean difference was found between the reading comprehension scores of the men and women. This study indicated that cognitive style had more impact on students' performance on a standardized test of reading comprehension than did ethnicity or gender. The un-timed multiple-choice format also had an equalizing effect on the means of the scores for these students.
Show less - Date Issued
- 2004
- Identifier
- CFE0000055, ucf:46085
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000055
- Title
- Exploring Theology and Practice in Islamic Parenting.
- Creator
-
Akin, Mergin, Rivera, Fernando, Grauerholz, Elizabeth, Gay, David, University of Central Florida
- Abstract / Description
-
The purpose of this study is to explore Muslims' parenting styles and determine how factors such as religion, education, income, physical and verbal punishment experienced as a child, and the perception of Islamic childrearing influence their parenting styles. The research focuses on the main tenets of parenting in the Islamic tradition such as fatherhood, motherhood, children's and parent's rights and responsibilities, discipline methods, and physical punishment. The study also informs the...
Show moreThe purpose of this study is to explore Muslims' parenting styles and determine how factors such as religion, education, income, physical and verbal punishment experienced as a child, and the perception of Islamic childrearing influence their parenting styles. The research focuses on the main tenets of parenting in the Islamic tradition such as fatherhood, motherhood, children's and parent's rights and responsibilities, discipline methods, and physical punishment. The study also informs the role of marriage in Islam and the adopted concepts and theories of Western sociological literature. Findings show that authoritative parenting was the most predominant parenting style among study participants. The study also revealed that those who frequently read the Qur'an tended to be less authoritarian. Parents that experienced physical punishment as a child and who think Islam allows spanking were more likely to sponsor an authoritarian parenting style. The study findings provide insights into the complex roles of religion and parenting in Muslim groups.
Show less - Date Issued
- 2012
- Identifier
- CFE0004493, ucf:49295
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004493
- Title
- MODELING THE INFLUENCES OF PERSONALITY PREFERENCES ON THE SELECTION OF INSTRUCTIONAL STRATEGIES ININTELLIGENT TUTORING SYSTEMS.
- Creator
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Sottilare, Robert, Proctor, Michael, University of Central Florida
- Abstract / Description
-
This thesis hypothesizes that a method for selecting instructional strategies (specifically media) based in part on a relationship between learning style preference and personality preference provides more relevant and understandable feedback to students and thereby higher learning effectiveness. This research investigates whether personality preferences are valid predictors of learning style preferences. Since learning style preferences are a key consideration in instructional strategies and...
Show moreThis thesis hypothesizes that a method for selecting instructional strategies (specifically media) based in part on a relationship between learning style preference and personality preference provides more relevant and understandable feedback to students and thereby higher learning effectiveness. This research investigates whether personality preferences are valid predictors of learning style preferences. Since learning style preferences are a key consideration in instructional strategies and instructional strategies are a key consideration in learning effectiveness, this thesis contributes to a greater understanding of the relationship between personality preferences and effective learning in intelligent tutoring systems (ITS). This research attempts to contribute to the goal of a "truly adaptive ITS" by first examining relationships between personality preferences and learning style preferences; and then by modeling the influences of personality on learning strategies to optimize feedback for each student. This thesis explores the general question "what can personality preferences contribute to learning in intelligent tutoring systems?" So, why is it important to evaluate the relationship between personality preferences and learning strategies in ITS? "While one-on-one human tutoring is still superior to ITS in general, this approach is idiosyncratic and not feasible to deliver to [any large population] in any cost-effective manner." (Loftin, 2004). Given the need for ITS in large, distributed populations (i.e. the United States Army), it is important to explore methods of increasing ITS performance and adaptability. Findings of this research include that the null hypothesis that "there is no dependency between personality preference variables and learning style preference variables" was partly rejected. Highly significant correlations between the personality preferences, openness and extraversion, were established for both the active-reflective and sensing-intuitive learning style preferences. Discussion of other relationships is provided.
Show less - Date Issued
- 2006
- Identifier
- CFE0001403, ucf:47074
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001403
- Title
- AN ASSESSMENT OF ALIGNMENT BETWEEN PROJECT COMPLEXITY AND PROJECT MANAGEMENT STYLE.
- Creator
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Camci, Alper, Kotnour, Timothy, University of Central Florida
- Abstract / Description
-
The main drivers for this research are the complexities associated with the project management and an organization's project management style in dealing with these complexities. This research aims to demonstrate that alignment between project complexity and project management style increases project performance and decreases project issues, and also, with increased project issues, project performance deteriorates. In order to test these claims, this research developed measures for...
Show moreThe main drivers for this research are the complexities associated with the project management and an organization's project management style in dealing with these complexities. This research aims to demonstrate that alignment between project complexity and project management style increases project performance and decreases project issues, and also, with increased project issues, project performance deteriorates. In order to test these claims, this research developed measures for assessing project complexity, project management styles and project issues by employing a survey of project management professionals. The measure for project complexity is based on a taxonomy with four categories: organizational complexity, product complexity, methods (process) complexity and goal complexity. Project management style is defined as the management paradigm that guides the managers of an organization in perceiving and dealing with management problems. The measure for project nagement style is based on the plan-do-study-act (PDSA) cycle and the Newtonian and complexity paradigms. Also the measures for project issues are developed after an extensive content analysis on the literature on project issues, risks and success factors. A self-administered survey instrument (paper-based and on-line) with 40 questions (seven point Likert scale) was utilized. The respondents were the project management professionals from different industries in the Central Florida region. Each respondent was asked to answer questions for two different kinds of projects: a successful project and a challenged project. Based on the data collected by the survey instrument, the results of confirmatory and exploratory factor analyses provide strong evidence that the final measures for project technology complexity, project management styles, project issues and project performance have adequate validity and reliability. Results of the hypothesis tests demonstrate that increased alignment of project complexity and project management style leads to increased project performance and decreased project issues, and also increased project issues leads to project decreased performance. From the perspective of project management, the results of this study have illustrated the importance of aligning a project's complexity and management style. These results suggest that project or program managers can improve the performance of their projects by any attempt to increase the alignment between project complexity and project management style. Project management professionals and theoreticians can use the methodologies provided in this dissertation to assess project complexity, project management style and alignment.
Show less - Date Issued
- 2006
- Identifier
- CFE0001195, ucf:46853
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001195
- Title
- THE EFFECT OF GENDER AND LEADERSHIP STYLES ON EMPLOYEE SATISFACTION.
- Creator
-
Williams, Brittany, Ciuchta, Michael, University of Central Florida
- Abstract / Description
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To ensure the success of a company, it is essential for supervisors to interact effectively with the employees they oversee. Effective interactions between supervisor and employee go hand-in-hand with employee satisfaction, which can impact firm performance. The purpose of this thesis is to examine key drivers of employee satisfaction. Specifically, this thesis tests whether or not employees with supervisors of the same sex as themselves are more satisfied than employees with supervisors of...
Show moreTo ensure the success of a company, it is essential for supervisors to interact effectively with the employees they oversee. Effective interactions between supervisor and employee go hand-in-hand with employee satisfaction, which can impact firm performance. The purpose of this thesis is to examine key drivers of employee satisfaction. Specifically, this thesis tests whether or not employees with supervisors of the same sex as themselves are more satisfied than employees with supervisors of the opposite sex. It also compares and contrasts the level of satisfaction an employee has in correspondence with transformational and transactional leadership styles and whether this relationship is contingent on the employee's level of work experience.
Show less - Date Issued
- 2012
- Identifier
- CFH0004285, ucf:44968
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004285
- Title
- ATTACHMENT STYLE'S IMPACT ON THE PERCEPTION OF SELF-VERIFYING AND SELF-ENHANCING COMFORTING MESSAGES.
- Creator
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Shellabarger, Krista, Weger, Harry, University of Central Florida
- Abstract / Description
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This study investigates the connection between one's adult attachment style and one's evaluation of verifying or enhancing comforting messages. Drawing from research by Swann (2005) and Katz and Joiner (2002), the hypothesis predicted that an individual would prefer verifying messages over enhancing messages regardless of attachment style. A research question was also posed: Will an individual's adult attachment style moderate the degree to which a person perceives the...
Show moreThis study investigates the connection between one's adult attachment style and one's evaluation of verifying or enhancing comforting messages. Drawing from research by Swann (2005) and Katz and Joiner (2002), the hypothesis predicted that an individual would prefer verifying messages over enhancing messages regardless of attachment style. A research question was also posed: Will an individual's adult attachment style moderate the degree to which a person perceives the communication of verifying or enhancing messages as helpful or effective? In an effort to find these answers, a questionnaire was completed by 251 individuals. Results indicate a preference for verifying messages among participants regardless of attachment style. This is consistent with the findings of Katz and Joiner (2002) and Swann (2005). However, results did not indicate a significant difference between attachment style and a preference of enhancing or verifying messages.
Show less - Date Issued
- 2008
- Identifier
- CFE0002324, ucf:47822
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002324
- Title
- Nurse Managers, Work Environment Factors and Workplace Bullying.
- Creator
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Parchment, Joy, Andrews, Diane, Neff, Donna, Conner, Norma, Yan, Xin, Saunders, Carol, University of Central Florida
- Abstract / Description
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The purpose of this dissertation is to explore relationships between authentic leadership style, global social power, job demand, job control, and workplace bullying of nurse managers in acute care settings across the United States.Over 30 years of workplace bullying research exists. Consequences are linked to intent to leave, turnover, and harmful emotional and physical effects. Published studies identifying nurse managers as targets of workplace bullying and work environment factors that...
Show moreThe purpose of this dissertation is to explore relationships between authentic leadership style, global social power, job demand, job control, and workplace bullying of nurse managers in acute care settings across the United States.Over 30 years of workplace bullying research exists. Consequences are linked to intent to leave, turnover, and harmful emotional and physical effects. Published studies identifying nurse managers as targets of workplace bullying and work environment factors that contribute to nurse managers being recipients of workplace bullying either, downward from their leaders, horizontally from their nurse manager peers, and upwards from their clinical nurses were not identified.A descriptive, cross-sectional design using an online survey was utilized. Descriptive, inferential, and multivariate analyses were used to identify relationships and the likelihood of workplace bullying occurring. Thirty-five percent (n = 80) of nurse managers reported being a target of workplace bullying. Managers sustained occasional (56%, n = 45) and severe (44%, n = 35) levels of workplace bullying, 65% (n = 43) identified their executive nurse leader as the predominate perpetrator. Authentic leadership, job demand, job control correlated significantly (p = (<).01) with workplace bullying and job demand demonstrated the strongest likelihood (OR = 3.9) for predicting workplace bullying. Nurse Managers are four times more likely to be a recipient of workplace bullying when their job responsibilities are classified as demanding. This study expanded the science and demonstrated that nurse managers, the backbone of organizations, are recipients of workplace bullying emanating predominately from executive nurse leaders, but also from clinical nurses and their nurse manager peers. Given the harmful consequences of workplace bullying, as 'guardians' of and 'advocates' for their teams, executive nursing leaders, have an ethical and operational responsibility to ensure nurse managers are able to practice in a safe environment.
Show less - Date Issued
- 2015
- Identifier
- CFE0005986, ucf:50771
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005986
- Title
- The Contribution of College Students' Attachment Styles and Social Media Practices on their Relationship Development.
- Creator
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Sherrell, Renee, Lambie, Glenn, Young, Mark, Barden, Sejal, Carlson, Ryan, University of Central Florida
- Abstract / Description
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The purpose of this research study was to investigate the directional relationship between college students' attachment styles and social media practices with their relationship development. This investigation tested the theoretical model that undergraduate students' (N = 717) attachment styles (as measured by the Experiences in Close Relationships-Short form [ECR-S; Wei et al., 2007]) and social media practices (as measured by the Facebook Intensity Scale [FBI; Ellison et al., 2007] and...
Show moreThe purpose of this research study was to investigate the directional relationship between college students' attachment styles and social media practices with their relationship development. This investigation tested the theoretical model that undergraduate students' (N = 717) attachment styles (as measured by the Experiences in Close Relationships-Short form [ECR-S; Wei et al., 2007]) and social media practices (as measured by the Facebook Intensity Scale [FBI; Ellison et al., 2007] and Motives for Going Facebook Official Scale [MGFBO; Fox (&) Warber, 2013]) contributed to their quality of relationship development (as measured by the Parks Relational Development Scale [PRDS; Parks (&) Roberts, 1998]). Specifically, this investigation tested the hypothesized directional relationship that students scoring in the insecure attachment range (i.e., avoidant or anxious) with higher levels of social media practices would have lower levels of relationship development quality. In addition, this investigation examined the relationship between college students' attachment styles, social media practices, and relationship development quality with their reported demographic information (e.g., age, current school level, and ethnicity). The results of the structural equation model (SEM) analyses identified that college students' attachment style contributed to the relationship development quality (96.04% of the variance explained) and their social media practices (2.56% of the variance explained). Furthermore, the results of the analyses identified that students' social media practices contributed to their relationship development quality (.4% of the variance explained). Implications of the findings from the study include (a) the inclusion of additional psychosocial intake questions for college counselors; (b) identification of current trends in undergraduate students' attachment styles, social media practices, and relationship development functioning for counselor educators to support the development of counselors-in-training; and (c) insight into the instrument development of the ECR-S, FBI, MGFBO, and PRDS.
Show less - Date Issued
- 2014
- Identifier
- CFE0005256, ucf:50579
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005256
- Title
- A CORRELATIONAL STUDY OF EMOTIONAL INTELLIGENCE AND LANGUAGE STYLE MATCHING.
- Creator
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DePass, Deprise M., Whitten, Shannon, University of Central Florida
- Abstract / Description
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Individuals subconsciously convey emotions through language. The present study investigates the relationship between emotional intelligence (EQ) and language style matching (LSM). Emotional intelligence involves the ability to regulate, maintain, and express one's emotions and to perceive the emotion of others. LSM involves the phenomenon that when individuals talk they tend to mimic each other's word usage (Neiderhoffer and Pennebaker, 2002). The hypothesis of the present study is that...
Show moreIndividuals subconsciously convey emotions through language. The present study investigates the relationship between emotional intelligence (EQ) and language style matching (LSM). Emotional intelligence involves the ability to regulate, maintain, and express one's emotions and to perceive the emotion of others. LSM involves the phenomenon that when individuals talk they tend to mimic each other's word usage (Neiderhoffer and Pennebaker, 2002). The hypothesis of the present study is that individuals who are emotionally intelligent subconsciously match their language to their communication partner. Ten participants from the University of Central Florida's Psychology Department were given an emotional intelligence test. The participants were then asked to submit three text conversations stored in their phones, one in which they interpret as a positive encounter, another which they interpret as a negative encounter, and one interpreted as a neutral encounter. Bivariate correlations were used to analyze the data. The results did not support the hypothesis.
Show less - Date Issued
- 2017
- Identifier
- CFH2000214, ucf:46058
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000214
- Title
- THE ASSOCIATION OF ATTACHMENT STYLE AND PERCEPTIONS OF CAREGIVER EXPERIENCE.
- Creator
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Luther, Kandace, Paulson, Daniel, University of Central Florida
- Abstract / Description
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This research examines caregiver experiences as they relate to attachment style. The overarching hypothesis is that perceptions of the caregiver role differ depending on the degree of avoidance and anxiousness in the caregiver's attachment style. Caregiver response was measured in the areas of filial obligation, work reduction, perceived control, caregiver burden, depressive symptomatology, and preparedness for caregiving. The final sample consisted of 150 caregivers who identified as the...
Show moreThis research examines caregiver experiences as they relate to attachment style. The overarching hypothesis is that perceptions of the caregiver role differ depending on the degree of avoidance and anxiousness in the caregiver's attachment style. Caregiver response was measured in the areas of filial obligation, work reduction, perceived control, caregiver burden, depressive symptomatology, and preparedness for caregiving. The final sample consisted of 150 caregivers who identified as the primary caregiver for a parent over the age of 65. This sample was recruited using Mechanical Turk, an online survey distribution tool. The survey was created online with Qualtrics software. Data were analyzed using SPSS software, and procedures primarily focused on correlational and descriptive statistics. The results revealed several significant correlations between attachment style and caregiver burden as well as depression, supporting the hypothesis that attachment style is associated with differences in perception of the caregiver experience. This research is motivated by the increasingly urgent need for caregiver support through financial aid, counseling services, and cohesive healthcare options.
Show less - Date Issued
- 2014
- Identifier
- CFH0004705, ucf:45408
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004705
