abstract: This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement. LEAD students complete three courses as a group – Introduction to Human Communication (COM 100), Critical Reading and Thinking (UNI 110), and The LEAD Project (ASU 150). The innovation was designed to give students the opportunity to build relationships with their instructors and with each other, so class sizes are limited to 40 students. Additionally, instructors work together outside of class to develop curriculum, instructional plans, and how to best support individual students. Guiding literature for this study included Self-Determination Theory (SDT) as well as related studies (Deci & Flaste, 1995). This theory describes human motivation as a factor of the extent to which one feels autonomy, competence, and relatedness. Though relevant in many contexts, past researchers used SDT as a tool for understanding students’ motivation to learn (Black & Deci, 2000; Freiberger, Steinmayr, & Spinath, 2012; Reeve & Jang, 2006). The study used a concurrent mixed-method action research design including interviews, questionnaires, and institutional data. Over 400 first-year students participated in the study. Students shared their perceptions of their rapport with their instructors and peers, and their perceived learning in each of the three LEAD courses. Data were analyzed using correlation and linear regression approaches. Significant relations occurred between many instructor-student rapport scales, peer rapport, perceived learning, and course grades. Additionally, instructor-student rapport scales significantly predicted perceived learning. Qualitative and quantitative findings were aligned with each other, and were consistent with previous studies. This study advances the body of knowledge about instructor-student rapport by extending the findings around its role in student achievement. Results also suggested the need to further explore the role of peer rapport and its influence on student achievement. Results from the study show instructor-student rapport was mediators of student achievement. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Self-determination theory states that people need autonomy, competence, and relatedness in an area to facilitate intrinsic motivation and growth. Parents play a major role in the development of these three psychological needs. The current study examines whether there is a relationship between parental behavior and whether this relationship is mediated by autonomy, competence and relatedness in their sport. Undergraduate participants (n=189) were recruited from varsity athletic teams and asked to complete surveys about perceived parental control and the three psychological needs. Results showed the parental behavior can predict satisfaction of psychological needs, but only one partial mediation was found, between perceived parental autonomy support and leadership role occupancy through competence. A subset (n=8) participated in semi-structured interviews delved deeper into parental influence. Common responses showed that athletes felt that they benefitted from autonomy support, were hurt by psychological control, and that satisfaction of the needs of relatedness and competence contributed to deciding to play and keep playing their sport in college. The results provide examples of positive parental behaviors, and show that these behaviors can predict the satisfaction of the basic psychological needs needed for intrinsic motivation.

There have been increase in calls for researchers in educational psychology to integrate methods as well as theories across motivation and multicultural education to examine the intersection of culture and diversity with motivational principles. While much work has been done in K – 12 classrooms examining the application of principles related to autonomy – supportive and culturally responsive teachers and classrooms, not much work has been done examining these constructs together in university classrooms. Global and paradigm shifts in higher education coupled with rising tensions of diversity and inclusion on college campuses have catalyzed the need for intentional approaches to cultivate inclusive classroom environments to facilitate students’ development of academic as well as global competencies. This thesis employed a convergent – parallel mixed methods design integrating frameworks from multicultural education with Self – Determination Theory (SDT) to explore the extent to which instructors’ degree of intercultural competence and diversity inclusivity in their courses was related to students’ perceptions of the classroom environment as culturally responsive and autonomy – supportive as well as academic motivation and intercultural knowledge and competence development. A conceptual model for integrating Multicultural Education frameworks and SDT is proposed with theoretical and methodological implications. Practical implications are discussed for researchers, educators and administrators in higher education highlighting the importance of considering both cultural and motivational factors of students and instructors to facilitate enriching teaching and learning experiences in preparation for living and working in a global multicultural society.

Research indicates that adolescence is an especially crucial time for developing habits of values congruent behavior that will persist throughout the lifespan. Past research has suggested that parents may play an important role in socializing their children, however few studies have looked at the mechanism through which this socialization occurs. The current study explored associations between different types of proactive and reactive parenting and value congruent behavior using nationally representative data from across three years during adolescence. Additionally, the current study attempted to further explain these associations through the mechanism of extrinsic and intrinsic values regulation. The current sample included 500 families including parents (67.7% two-parent families, 69.9% of mothers and 68% of fathers had a bachelor's degree or higher) and an adolescent (Mean = 13.89 years, 50.9% female, 70.4% European Descent) from the Northwestern USA. The hypotheses of the study were tested using structural equation models. Results of the study were not strong enough to confirm direct or indirect associations among study variables, and results should be interpreted with caution. One finding suggested that reactive parenting practices may be detrimental, above and beyond the level of autonomy granted to adolescents, in that reactive parenting practices were associated with higher rates of deviant peer association and delinquent behavior. Discussion focuses on future studies and methodologies that may be better able to detect meaningful associations.

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Along many dimensions, homeschooling is increasing, diversifying, and spreading globally. Yet little is known about the motivational climates and teaching strategies parents have adopted to promote academic achievement and motivation within their homes. Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally-occurring types of learning environments created by 457 homeschool parents. Measures of support for autonomy, mastery goal orientation, and conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of need satisfaction, efficacy, student academic engagement, teaching practices and demographics were used to identify significant differences among groups. A five cluster solution best fit the data: a high need support group, low need support group and three groups of mixed need support. In general, the high need and mixed need support groups were associated with higher student engagement, need satisfaction, efficacy for homeschooling and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support group was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (n = 29) reported significantly less need satisfaction and were significantly associated with the low need support group. Taken together, the findings extend self-determination theory to an important, emerging learning context. Results were consistent with findings in SDT research across other domains; thus, lending support to the universality of SDT's main tenets. / Educational Psychology

This study investigated students' perceptions of autonomy support from an instructor in relation to students' motivational beliefs on an ePortfolio project. The motivational beliefs of interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students' culturally based learning preferences as outlined in Parrish and Linder-VanBerschot's (2010) Cultural Dimensions of Learning Framework (CDLF). This study was quasi-experimental, survey-based research supported by self-reported data collected from a convenience sample of graduate and undergraduate students. Students enrolled in a variety of courses that assigned an ePortfolio assignment received an email invitation from their instructor and self-selected to participate. Based on the responses of 35 students, the findings from this research showed significant relationships between three culturally based learning preferences and the motivational belief of Value/Usefulness. A summary of findings, limitations, and implications for further research are discussed. / Ph. D.

The study’s purpose was to explore a team’s perception of transition within the clubexperienced by both players and coaches, investigate influences of the clubs transition onbasic needs satisfaction as perceived by players as well as coaches and lastly conduct a shortterm intervention aimed at facilitating players’ adaptation to the clubs transition. The study isbased on three theories: the Athletic Career Transitional Model, Self Determination theoryand the holistic ecological approach. The study’s participants all represented a club in thesouth of Sweden and consisted of a total of 23 players at the age of 15-17 (M= 15,96, SD=0,64), the club manager, coaches and parents. The study was a mixed method interventionstudy (questionnaire, semi-structured interviews and an intervention consisting of educationalsessions and an implementation phase).The study revealed that the club is still facilitating with remnants of its transition despiteover-looking it. The study found the targeted club to predominantly demand elite investmentfrom players, experience barriers regarding individual differences and communication withinthe club and resources in the form of popular, well-educated coaches. The clubs transition wasfound to influence all basic needs in some way, the change in management brought positivevalues with autonomy supportive measures and coaches. Increased elite investment anddeficient communication within the club also influenced basic needs. Results from theintervention are presented as well as implications with a basis in the theories used. / Studiens syfte var att undersöka ett lags uppfattning om hur klubbens övergång upplevs avbåde spelare och tränare, undersöka påverkan av klubbövergången på grundläggandepsykologiska behov som upplevs av spelare samt tränare och slutligen göra en kortsiktigintervention i syfte att underlätta spelares anpassning till klubbövergången. Studien baseras påtre teorier: the Athletic Career Transitional Model, Självbestämmande-teorin och detholistiska ekologiska synsättet. Studiens deltagare representerade en klubb i södra Sverige ochbestod av totalt 23 spelare åldern 15-17 (M = 15,96, SD = 0,64), klubbens manager, tränareoch föräldrar. Studien var en mixed method interventionsstudie (enkät, semi-struktureradeintervjuer och en intervention bestående av utbildningstillfällen samt en implementeringsfas).Resultatet visade att klubben fortfarande handskas med resterna av sin övergång trots att deförbiser det. Studien fann att klubben främst kräver elitsatsning från spelare, erfar hinder när detgäller individuella skillnader samt kommunikation inom klubben och resurser i form av omtyckta,välutbildade tränare. Dessutom fanns klubbövergången påverka alla grundläggande behov på någotsätt, förändringen i ledningen förde positiva värderingar med sig med autonomistödjande åtgärderoch tränare. Ökad elitsatsning påverkar och bristfällig kommunikation inom klubben påverkadeockså grundläggande behov. Resultat från interventionen samt implikationer med en grund i deteorier som används presenteras slutligen.

As families immigrate to a new country, adolescents often acculturate and learn the host-language more quickly than do their parents. As a result, many adolescents engage in language brokering (i.e., providing translation, interpretation, and communication mediation assistance) for their immigrant parents. This study aimed to disentangle the nature of multiple dimensions of language brokering within a community sample of 152 Chinese immigrant families residing in Western Canada. Specifically, I examined language brokering frequency as well as positive and negative feelings about language brokering as distinct constructs to better understand how they relate to one another and with adjustment. Applying self-determination theory, I also considered the role of autonomy-supportive contexts in moderating links between the various language brokering constructs and adjustment, with the expectation that language brokering would present less risk to adjustment in contexts high in autonomy support. A higher frequency of language brokering for both mothers and fathers predicted more intense feelings. Further, language brokering feelings were more predictive of adjustment than frequency. There was little evidence that brokering feelings moderated relations between language brokering frequency and adjustment. However, there was evidence that the absence of autonomy-supportive contexts was a risk for poorer adjustment, and that environments rich in autonomy support have the potential to mitigate risks associated with language brokering. The results are discussed with respect to unique adolescent experiences language brokering for mothers versus fathers, which further highlight the complex relations between language brokering and adjustment. / Graduate