Dissertationen zum Thema „Education, Evaluation|Education, General|Psychology, Industrial“

The purpose of this dissertation is to describe a doctoral research study designed to implement Self-Regulated Strategy Development (SRSD) writing revision strategies, delivered in a completely online format, for college students. There is an insignificant amount of empirical research that has been conducted supporting writing interventions for college students. Self-Regulated Strategy Development (SRSD) is a writing intervention for which a significant amount of empirical research has been conducted in regards to its efficacy in elementary, middle, and high schools, with results showing positive effects for students of all ages. SRSD has features that lend itself to web-based interventions as well. Research on web-based interventions for students of all ages is on the rise, and is significant in regard to the methods of communication in which students today function. This study investigated the efficacy of a web-based version of SRSD provided to college students in freshman writing classes. The three SRSD revision strategies chosen to investigate were REVISE, SCAN, and Compare, Diagnose, Operate. The results indicated those SRSD participants who reported using at least one of the revision strategies at some point during the semester received higher course grades in their writing classes, in comparison to those participants who did not use the strategies; secondary analysis indicated that although the SRSD students' grades were higher, when group size was controlled, the difference in grades was not statistically significant. Qualitative analyses indicate that students felt as though the REVISE and SCAN strategies were most effective, and may be the most socially valid. The findings are discussed in the context of the procedures necessary for creating effective evidence-based writing interventions in the college setting.

There is little research available on Asian-Indians' attitudes toward seeking professional psychological help. Further, little research is available that addresses theoretical approaches that may be effective in reducing the stigma associated with psychological help in working with this underserved population. Therefore, this study provides a preliminary means to provide marriage and family therapy to Asian Indians. A repeated-measures research method was used to examine participants' attitudes toward seeking psychological help and compare those attitudes before and after a skills-based workshop on marital communication and conflict resolution. Workshops were held in Malaysia, India, and the United States. A total of 135 Asian Indian participants, who were all married, completed surveys before participation in the workshop and again immediately afterward. The influence of attitudes on marital satisfaction was examined as well as the relationship between conflict style and attitudes and marital satisfaction. Lastly, the study looked at the type of marriage--arranged and choice--and the relationships with attitudes and marital adjustment. Analyses of the data indicated that a skills-based workshop approach was linked to improved attitudes toward seeking professional psychological help. This study further examined the relationships between individual conflict styles and marital adjustment. Two conflict styles were found to have some association with marital adjustment. The results of this study have compelling implications for working with Asian Indians and other unique cultures that include an added dimension to multicultural counseling and education.

As our nation has become more aware of severe, yet usually rare, crisis events in schools, the need for crisis planning is more evident. Although the severity of crises can differ greatly (e.g., school shooting versus physical assaults), crisis preparedness is an essential component of schools' responsibilities in order to effectively respond to a variety of situations. A total of 70 participants, from multiple states across the United States, completed an online questionnaire about demographic characteristics, resources for school crisis planning, and training on crisis topics. Participants also submitted a copy of their school's crisis plan to be evaluated using a recently developed checklist to assess the comprehensiveness of plans. The results indicated that school crisis plans were often lacking recommended components in the prevention, intervention, and postvention areas. Further analyses revealed that demographic variables did not significantly impact the variation in plan quality, and the total training score did not significantly predict plan quality. However, the regression analysis for the total resources score was significant in predicting plan quality. Another important finding of this research was that plans often included essential crisis procedures that were not included on the checklist used for evaluation. These results hold several implications for schools. First, schools should be revising and updating crisis plans on a regular basis. The lack of certain components based on the checklist should be taken into account when revising these plans. Schools may also want to invest in factors that will positively influence their crisis planning. The current study suggests that resources are a significant predictor of plan quality, and thus this should be an area where schools focus time and funding.

This study utilizes Allan Guggenbuhl's seven-step Mythodrama method of resolving conflict and bullying in a school setting which has proven successful in Europe, applies this to a school setting in the United States, and measure that application to see if this intervention for addressing conflict and bullying is successful in a setting in the United States. Pre- and post-testing was conducted and some statistically significant improvement post-intervention was found. Study results suggest this methodology would have efficacy when applied broadly in US schools.

In order to remain effective in an increasingly digital workplace, many organizations have shifted towards the automatic and electronic collection of employee performance data. For example, employees completing computer-based training may be monitored to collect objective performance information for either developmental or administrative purposes. Though this allows for more objective employee feedback and evaluation, little remains known about the effect of pervasive electronic monitoring on key self-regulatory processes which underlie learning. This study was designed with this gap in mind and explores the relationship between electronic monitoring type (developmental or administrative), goals, and feedback perceptions, feedback usage, and learning. In order to understand this relationship, the current study extends classical theories of performance management and self-regulation to supplement emerging research on electronic monitoring. Results of this experiment suggest that monitoring purpose does not have a strong impact on state goals. Monitoring purpose, however, may affect feedback perceptions. Using the results of this study, evidence-based recommendations can be made for the theoretical understanding and practical of monitored training.

With the increase in demand for higher education, colleges and universities across the country are adapting and providing alternative ways for students to receive a college degree. This includes providing sections of classes purely online as well as in-seat. The purpose of this thesis was to investigate knowledge, motivational and behavioral changes among students enrolled in an in-seat, face-to-face introductory nutrition course compared to students enrolled in an online version of the same course. A pre- and post-semester survey were distributed and results showed that overall there were no significant differences in knowledge, motivation and behavior between the in-seat and online students during the pre- and post-surveys (p > 0.05). Both groups showed improvement overall in nutrition knowledge learned and nutrition related behaviors and slight decreases in overall motivation a result of being enrolled.

The combination of globalization, technological advancements, governmental regulations, changing customer tastes and trends combined with a host of other influences constantly force organizations to change, or respond to changes in the business environment. Businesses need their employees to be flexible and ready for change; however, the literature is rife with the assertion that more than 70% of organizational change initiatives fail. These failures cost organizations billions of dollars each year and have been blamed in part on employees' unreadiness for change, and their subsequent resistance to it. Businesses have a continued interest in understanding how to achieve higher rates of success with change initiatives; therefore, this research examined whether or not employees' personality traits predicted their readiness for organizational change. It also examined whether or not employees' level of education interacted with their personality traits to moderate the effects of personality traits on variances in readiness for change. Results indicated that personality traits predicted employees' readiness for change; however, increasing education did not interact with personality traits to modify the effects of personality on employee readiness for change.

While low job satisfaction is a reality among Brazilian teachers, studies on this topic have focused almost exclusively on environmental factors such as salary as predictors of job satisfaction. No studies have combined environmental and personal factors to explain job satisfaction among Brazilian teachers. This study aimed to identify the demographic and professional characteristics of Brazilian teachers that are associated with teachers’ job satisfaction and its predictors. This study also tested two models comprised of environmental and personal predictors of teachers’ job satisfaction. Participants were 1,194 Brazilian teachers (830 women, 351 men, 13 non-identified) working in public (n = 906, 75.9%) or private schools (n = 153, 12.8%) or both (n = 129, 10.8%). The grade levels taught were kindergarten (n = 137, 11.5%), fundamental (n = 373, 31.2%), high school (n = 239, 20%), or more than one level (n = 433, 36.3%). Using a snowball sampling strategy, participants answered an online survey questionnaire. A series of t-tests, ANOVAs, and correlational analyses were performed to identity the demographic and professional characteristics associated with teachers’ job satisfaction and its predictors. The type of college attended, the type of school in which teachers work, geographical region and grade level taught were associated with teachers’ job satisfaction. Path analysis was used to determine the best fit for the hypothesized models. Loneliness was not found to be a direct or indirect predictor of teachers’ job satisfaction. Positive affect, goal progress, and teachers’ self-efficacy were respectively the strongest predictors of teachers’ job satisfaction. Work conditions and goal progress mediated the effect of goal support in predicting teachers’ job satisfaction. Future research is required to identify other factors that may predict teachers’ job satisfaction among Brazilian teachers.

Organizational leaders are increasingly implementing distance training for employees (McGuire & Gubbins, 2010) and it is not clear if employees perceive this training delivery approach to be an effective means of acquiring new skills. No current qualitative studies address the perceptions and experiences of employees in a distance training format. As a result of ten individual interviews seven themes and 17 sub-themes emerged during data analysis. The themes and sub themes represent the experiences of employees attending distance training including: (a) use of distance training, (b) benefits of training, (c) perceptions of training, (d) expectations of training, (e) training delivery format, (f) training techniques, and (g) technology. This qualitative case study confirmed there are a variety of perceptions among employees attending training in a distance training format. While this study contributes to the body of knowledge by increasing awareness of the common themes experienced by employees attending distance training more research is needed to further address the themes that emerged.

This quantitative replicated study was adapted from Nielson et al. (2008). It explored the relationship between exposure to bullying and symptoms of post-traumatic stress disorder as experienced by Licensed Professional Counselors (L PCs), who are themselves targets or have witnessed bullying in the workplace. The research questions probed (a) incidences of workplace bullying of LPCs, (b) the occurrence of post-traumatic stress disorder (PTSD) symptoms because of workplace bullying, and (c) the manner in which sense of coherence moderates PTSD-related symptoms for counselors experiencing bullying. Online surveys were sent to LPCs via email as a means of data gathering. LPC email addresses were obtained from Medical Solution links. The instruments chosen for the study were three validated surveys. The 54 LPC participants have provided their perceptions and personal experiences on workplace bullying, post-traumatic stress disorder, and a sense of coherence. The findings showed that the LPC respondents in this study were extensively exposed to workplace bullying. It was also established that there were no significant differences in the self-reported PTSD symptoms of LPCs who have experienced workplace bullying and those who did not. Lastly, the study concluded that high, moderate, or low sense of coherence (SOC) makes no significant differences in the development of PTSD-linked aftereffects to bullying. These findings add to the body of knowledge concerning bullying of licensed professional counselors, its aftermath, and any long-lasting effects of post-traumatic stress.