“Homeostatic beliefs” (HBs) denote a sense that one’s life path will remain stable in the long-term despite short-term disruptions. Two studies have been undertaken to explore whether HBs exist independent of other constructs, and to develop a scale with which to measure them. In Study 1, 158 undergraduate students completed a draft HB scale and theoretically related scales. Convergent and divergent validity were assessed with correlational and regression analyses: HBs are most strongly related to, but not redundant with, optimism, trait extraversion, and satisfaction with life. Using exploratory factor analysis, a six-item HB scale was derived. Study 2 is in progress, and will assess the construct validity of the HB scale by attempting to manipulate HBs to possibly influence individuals’ reactions to a mortality salience manipulation. We hypothesize that high HBs may buffer individuals from transient disrupting stimuli such as a mortality salience cue.

The purpose of this research was to understand the relationship between urban elementary teachers’ beliefs about diversity and their selection of literacy material for instructional practices in their classrooms. Currently, the teacher population is essentially homogenous, consisting of a majority of middle-class White females, while the student population is growing more diverse. Teachers’ instructional decisions tend to reflect their own cultural background and not the cultural background of the diverse student population. This study examined urban teachers’ personal and professional beliefs about diversity and found that gender was a factor in the teachers’ diversity scores. The review of children’s literature listed by the teachers further revealed that there was a lack of representation of characters of color in the teachers’ classrooms. Finally, teachers that scored high on the diversity scale had more multicultural literature available in their classrooms.

During campaigns, voters often learn that their party's candidate advocates policy positions that conflict with their own attitudes. These cross-pressured voters can either adjust their policy positions to be consonant with their party's candidate or voting for others. I use monthly NES Panel Data from 2008-2009 to examine how voters' beliefs change about a specific policy: the redistribution of wealth through progressive taxation during a presidential campaign. I test this by creating a Random Effects Ordered Probit Panel regression model of ten monthly waves of survey data before the 2008 presidential election. The study shows that over the campaign, voters' policy positions evolve on redistributive taxation policy; voters adjust their prior policy cognitive dissonance to be in agreement with their candidate. The results indicate that in the 2008 Presidential election, the electorate more often moved their policy beliefs to be in agreement with their candidate, rather than switch votes.

Increasing numbers of English language learners (ELLs) and diminishing services for those students is resulting in mainstream teachers across the United States taking on the responsibility of teaching ELLs. This demands the preparation of all teachers to teach ELLs. Yet adequate preparation of these educators depends on insight into the beliefs that preservice teachers carry with them to the classroom. These beliefs are critical in their impact on teacher behavior and teacher expectations of ELLs. Remarkably, what preservice teachers believe about ELL issues is overlooked in research. The purpose of the present study was to look beyond these previously explored paths of ESL, bilingual, multicultural, and foreign language education to discover preservice Pre-K through 8th grade mainstream teachers’ beliefs about language learning in order to better inform future teacher preparation programs. The research questions used to accomplish the purpose of this study focused on what beliefs pre-service teachers at Texas A&M University hold regarding second language learning and teaching before ESL coursework, how those beliefs change after ESL coursework, and what variables influence these pre-service teachers’ beliefs about English language learning and teaching? A total of 354 individuals participated in the study. They were involved in ESL coursework during their participation in the study. The data were collected from August of 2006 to May of 2007. This study had a mixed method design. The research instruments included a Likert-scale questionnaire and focus group interviews. The interviews were analyzed according to the constant-comparative method. The questionnaires were analyzed based descriptive statistics, paired sample t-tests, and hierarchical multiple regression. Major findings of the study include that before ESL coursework, preservice teachers largely undervalued ELLs’ L1, yet they were aware of ELLs in mainstream environments and positive about ELLs themselves. Coursework was found to be effective in that after ESL coursework there was an obvious shift toward greater alignment in beliefs with principles of ESL education. Interviews underscored the role of field experience, teacher educators and ESL courses in impacting belief change.

The purpose of this study was to examine the relationship between five factors: teacher efficacy, teacher beliefs, cultural responsive classroom management, cultural awareness, and cultural sensitivity among African American, European American and Hispanic American elementary school teachers. The five factors were part of eight factors originating from the Cultural Awareness and Belief Inventory (CABI) given to Pre-kindergarten through Grade 12 teachers in an urban public school district in Houston, Texas during the 2005-2006 school year. A MANOVA using SPSS was conducted for the sample of 208 teachers from grades kindergarten through fourth to assess whether differences exist between the ethnic groups. The five factors served as the dependent variables and the ethnicities of the teachers were the independent variables. A further analysis was conducted of the elementary schools which participated in the CABI for two purposes. The first purpose was to ascertain the number of teachers with strong efficacy beliefs, and the second purpose was to identify common and distinctive characteristics among those schools. Results were analyzed using standardized test scores from the Texas Assessment of Knowledge and Skills (TAKS) as well as Academic Excellence Indicator System (AEIS). The results of the MANOVA revealed a significant difference among the teacher ethnic groups only with Cultural Sensitivity. Further tests revealed the difference in Cultural Sensitivity, which could be explained by ethnicity, was relatively small. While African American teachers obtained slightly higher mean scores on some of the items related to the factors, the three teacher ethic groups had similar mean scores in the majority of the items. Each of the teacher groups demonstrated an overall optimism for the five factors, reflecting positive beliefs about African American students and their capabilities to achieve in school. Each of the five urban schools had similar but also distinctive characteristics. The analysis of the schools with high teacher efficacy revealed them to have a high number of economically disadvantaged students. The only other commonality was very high retention rates among the schools. The high retention rates were inconsistent with practices of effective schools.

This dissertation presents three separate studies designed to provide structure and evidence-based insight into the impact of religious beliefs on public perceptions and U.S. government policies regarding embryonic stem cell research. First, a systematic literature review of nine (n=9) empirical studies that examined individuals' religious beliefs and perceptions/utilization of genetic technologies/services will be presented. Based on the finding from the review, there was an equal balance between studies that found that religion was a factor positively affecting intention to submit to genetic testing and those that illustrated a negative association. Secondly, a qualitative examination of college students' from various racial/ethnic and religious backgrounds exploring the definition, interpretation, and conceptualization of the influence of religious beliefs on perceptions regarding embryonic stem cell research will be offered. Employing an emergent design, the data collection process encompassed thirty-seven in-depth interviews. The majority of participants in this study believed that ESCR should be conducted and federally funding in the United States, regardless of their religious beliefs. Lastly, the findings from the analysis of congressional records from the U.S. Congress for areas of convergence and divergence between discussions, voting, and legislation regarding stem cell research with the official stances of the major religious groups in the United States accessing the influence of religious rhetoric on political discourse regarding embryonic stem cell research will be discussed. Findings from this study suggest that religious rhetoric has a substantial influence on political rhetoric regarding ESCR.

The purpose of this study is to examine prospective mathematics teachers' knowledge development and beliefs changes for teaching fraction division through the undergraduate mathematics method course to the field practice. Further, it reveals the correlation between the knowledge development and beliefs changes. Therefore, this study uses a qualitative methodology. I analyze the data from two time periods using three steps. In the method course period, interviews concerning knowledge and beliefs are triangulated with the tests, surveys, concept mapping and the writing assignment. There are two steps in this time period. First, I focus on a total of 27 prospective teachers' subject matter knowledge (SMK), including common content knowledge (CCK) and special content knowledge (SCK), and its development. Further, I examine their beliefs changes towards fraction division and mathematics teaching and learning during the method course. Next, I choose six participants from the total 27, based on different mathematics achievement. I do this to identify 1) whether CCK differences impact SCK development and 2) whether SCK development influence beliefs changes in the method course. In the field practice period, classroom observation of fraction division is triangulated with the interviews. I follow up one prospective teacher in his field practice and focus on the way his beliefs influence his teaching behavior and the development of the pedagogical content knowledge (PCK), through the teaching. The results indicate that the prospective teachers developed both CCK and SCK in their method course. Their beliefs towards to teaching and learning fraction division progress from procedural-oriented to conceptual-oriented. The knowledge development and beliefs changes derived from the different learning experiences from their past school experiences and method course. Moreover, prospective teachers who had high CCK developed his/her SCK significantly. Thus, his/her beliefs changes became more significant. Further, the prospective teacher's beliefs changes in the method course influenced the way of teaching behavior in the field practice and SCK impacts PCK in teaching. On the other hand, field practice changed prospective teacher's beliefs and the development of PCK. Therefore, further attention is called for in the prospective teachers' knowledge transition and beliefs changes from a student to a future teacher.

According to Li¡¦s (1992) study, the majority of high school students in Taiwan consider English writing their most taxing subject. After ten years, it seems still a difficult task for most of them, which is shown by the results from CEEC in 2001¡Xthe percentage of examinees who have scored higher than 12 points in writing is below 8%. This undesirable fact causes trouble and frustration not only to students but also to teachers. After a literature review of three dimensions¡Xresearch on English composition, empirical studies in Taiwan, and English teachers¡¦ beliefs and their pedagogical practices, the researcher adopted a qualitative methodology to do the research. The methodology is composed of an interview and a questionnaire. In this study, it is concluded that writing teachers¡¦ prior learning experiences had an influence on their current teaching practices. What¡¦s more, as for the explanation of why writing instructors have adopted these different methods, there are many possible reasons to give, such as time limit, students¡¦ numbers or a test-oriented trend in education. Teachers¡¦ beliefs and practices may also differ significantly due to their students¡¦ different backgrounds and needs. Moreover, the difficulties that teachers face are indeed serious problems the authorities concerned have to fix and some relevant suggestions should be proposed. Last but not least, the results of this study have shown some of teachers¡¦ beliefs about their writing instruction, including the opinions on principles of compiling writing materials and the teaching points they stress. Therefore, the relevant authorities and other researchers can refer to these results in this study when they implement language education reforms or conduct related studies. It is hoped that such a study would help people have a thorough comprehension of senior high school writing instructors¡¦ beliefs and draw much more attention to the importance of their needs, and difficulties.

The central purpose of this study was to use structural equation modeling techniques on a newly developed measure of religious coping, the Assessment of Beliefs and Behaviors in Coping (ABC), in order to confirm the factor structure previously established through exploratory factor analysis. The ABC is a two-part, 40-item measure (each part containing 20 items) that measures attitudes about the helpfulness of religious coping as well as use of religious coping behaviors. Multi-group confirmatory factor analysis was conducted to determine whether the established factor structure is the same across religious groups. Participants were 885 undergraduate students from the Department of Educational Psychology subject pool. Confirmatory factor analysis (CFA) was used to assess the fit of the hypothesized structure as well as explore the fit of competing models. The factor structure of the attitude portion of the measure was confirmed independently of the behavior portion of the measure. Both scales demonstrated the initially theorized four-factor model. Multi-group analyses were then conducted on each portion of the ABC, again, independently. Partial scalar invariance was demonstrated for the ABC – Attitudes (across three groups, Christians, Non-Christians, and Non-Believers). Partial scalar invariance was also demonstrated for the ABC – Behaviors, but only for the Christian and Non-Christian groups. Finally, participants’ scores on the ABC were compared to their scores on existing measures of similar constructs to assess for convergent validity. Reliability of the instrument was also evaluated. By better understanding the role religion plays in coping with stressful life events, the objective is to aid mental health professionals in addressing religion, when applicable, with their clients. Limitations, directions for future research, and implications for counseling psychology are also discussed. / text

A review of the literature reveals two significant gaps in existing psychological research into eating disorders. First, despite a clear association between dysfunctional family environment and eating psychopathology, little is known about factors that might mediate between the two. Second, cognitive-behavioural treatment is unexpectedly ineffective in anorexia nervosa or in some cases of bulimia nervosa. To fill these gaps, the present research investigated the role of core beliefs in the aetiology and treatment of eating disorders. Given their early origin, core beliefs may plausibly mediate between family environment and eating disorders. In addition, unhealthy core beliefs might explain the resistance to cognitive-behavioural treatment in some instances. The thesis first considers the relationship between unhealthy core beliefs and eating psychopathology in anorexic and bulimic women. This is followed by an examination of core beliefs as an outcome predictor in cognitive-behavioural treatment for eating disorders. Finally, the role of core beliefs as a mediator between dysfunctional family environment and eating disorders is investigated. The results demonstrate high levels of unhealthy core beliefs in both anorexic and bulimic women. These core beliefs also predict the level of symptom reduction following cognitive-behavioural treatment, but only in the bulimic women. While core beliefs play a perfect mediating role in the family interaction-eating disorders link in bulimia nervosa, this relationship is less clear-cut in anorexia nervosa.