Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers. / by Karline S. Prophete. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

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As increasing emphasis is being placed on student college and career readiness, instructional approaches seek to develop content and skill proficiency. I gathered student perspectives on teacher expectations and instructional opportunities in core content classes in order to determine if expectation bias influences college readiness preparation in the classroom. Student academic self-concept and college readiness were examined alongside beliefs about teacher expectations and instructional opportunities in a conceptual framework for student perceptions. In this qualitative study, I utilized four focus groups of high school students from two cohorts to analyze perceptions across students from mostly on-level core classes and those from mostly advanced core classes. Findings showed students held high expectations of their own current and future performance, as well as perceived teachers generally hold high expectations, though this was shown through the development of relational capacity rather than instructional opportunities to develop college readiness skills or connect to students' future ambitions. The results of the study provide insight to educators seeking to create stronger connections for students between current educational experiences and future postsecondary opportunities.

The purpose of the present study was threefold. First, to investigate Icelandic and American students' counseling expectations. Second, to study counseling expectations of men and women. And finally, to explore the relationship between counseling expectations and Holland's typology. Eight-hundred-and-one useable responses were gathered from the students. To explore the first two objectives, a 2 (Nationality: Icelandic and American) x 2 (Sex: men and women) between subjects multivariate analysis of covariance (MANCOVA) was calculated with prior counseling experience as a covariate and scores on the three factor scales of the Expectations About Counseling Questionnaire-Brief Form (EAC-B) as the dependent variables. It was found that the Icelandic students expected greater expertise from the counselor than did the American students. It was also discovered that women, as compared to men, expected to be more personally committed to the counseling process, whereas men expected more counselor expertise.To investigate the third objective, a canonical correlation analysis was performed using responses to the three factor scales of the EAC-B as the predictors and scores on the six Holland's types (RIASEC) as the criterion. It was found that counseling expectations were significantly related to Holland's typology. That is, the more Social persons were the more they expected to be personally committed to counseling and the less counselor expertise they expected. Also, the more Realistic persons were the greater their expectations about counselor expertise and the lower their expectations about being personally committed to counseling. On the whole, it appeared that Icelandic students' counseling expectations resembled expectations of persons with no past counseling experience, counseling expectations of men, counseling expectations of some minority groups, and counseling expectations of individuals who tend to posses Realistic personality characteristics. Namely, expecting direction and guidance from an expert counselor. On the other hand, women and persons who tended to be Social expected less guidance from the counselor and expected to be greatly involved in the counseling process. Results were discussed in relation to past findings in the expectancy literature, the validity of the expectancy construct, and the need for unique counseling interventions to meet the needs of diverse multicultural groups. / Department of Counseling Psychology and Guidance Services

Indiana University-Purdue University Indianapolis (IUPUI) / Multiple lines of High Alcohol Preferring (HAP) mice were selectively bred for their intake of 10% ethanol (v/v) during 24-h daily access over a four-week period, with the highest drinking lines exhibiting intakes in excess of 20 g/kg/day. Drinking rhythms and corresponding blood ethanol concentrations (BEC) of the highest drinking HAP lines to those of the C57BL/6J (B6) inbred strain. Adult male and female crossed HAP (cHAP), HAP1 and B6 mice had free-choice access to 10% ethanol and water for 3 weeks prior to bi-hourly assessments of intake throughout the dark portion of a reverse 12:12 light dark cycle. In another cohort of cHAP mice, the same procedure was used to assess bi-hourly ethanol intake, and blood samples were taken across the day to look at the pattern of accumulation in these mice. Finally, considering the high level of intake by cHAP mice, we were interested in assessing whether metabolic and functional tolerance develop following chronic free-choice access, which were assessed using 2.0 and 1.75 g/kg challenge doses of 20% ethanol, respectively. cHAP and HAP1 mice maintained an excessive level of intake throughout the dark portion of the cycle, accumulating mean BEC levels of 261.5 + 18.09 and 217.9 + 25.02 mg/dl at 7-8 hours following lights off, respectively. B6 mice drank comparatively modestly, and did not accumulate high BEC levels (53.63 + 8.15 mg/dl). In the cHAP cohort, mean BECs were 112.47 + 19.91 at 2 hours after lights off, 189.00 + 27.40 at 6 hours after lights off, 193.80 + 29.66 at 10 hours after lights off, and 89.68 + 22.19 at 2 hours after lights on. Further, following 3 weeks of ethanol access, cHAP mice had a faster rate of ethanol metabolism and fewer hind slips than water-only exposed mice (ps < .05). In conclusion, the excessive free-choice drinking demonstrated by the HAP1 and cHAP lines, as well as the pattern of sustained high BECs in cHAP mice, challenge the notion that rodents will not reliably and voluntarily sustain ethanol intake at pharmacologically relevant levels. These results suggest that the highest drinking HAP lines may provide a unique opportunity for modeling the excessive intake that has been observed in alcohol-dependent individuals. Further, we observed that cHAP mice develop both metabolic and functional tolerance to the ataxic effects of ethanol following 3 weeks of free-choice access. Together, these findings support HAP mice as translational rodent model of alcoholism, and provide rationale for exploration of the predisposing factors for excessive consumption, as well as the development of physiological, behavioral, and toxicological outcomes following alcohol exposure.

Indiana University-Purdue University Indianapolis (IUPUI) / Alcohol consumption produces a complex array of effects that can be divided into two types: the explicit pharmacological effects of ethanol (which can be quite separate temporally from time of intake) and the more temporally “relevant” effects (primarily olfactory and taste) that bridge the time from intake to the onset of the pharmacological effects. Dissociating these effects is essential to untangling the neurologic underpinnings of alcohol abuse and dependence. Intravenous self-administration of ethanol allows for controlled and precise dosing, bypasses first order absorption kinetics allowing for a faster onset of pharmacologic effects, and eliminates the confounding “non-pharmacological” effects associated with oral consumption. Intravenous self-administration of ethanol has been reliably demonstrated in both mouse and human experimental models; however, consistent intravenous self-administration of pharmacologically relevant levels of ethanol remains elusive in the rat. Previous work has demonstrated reliable elevated intravenous ethanol self administration using a compound reinforcer of oral sucrose and intravenous ethanol. The present study sought to elucidate the role of each component of this reinforcer complex using a multiple schedule study design. Male P rats had free access to both food and water during all intravenous self-administration sessions and all testing was performed in conjunction with the onset of the dark cycle. Once animals achieved stable operant responding on both levers for an orally delivered 1% sucrose solution (1S) on a FR4 schedule, surgery was conducted to implant an indwelling jugular catheter. Animals were habituated to the attachment of infusion apparatus and received twice daily sessions for four days to condition each lever to its associated schedule. Animals were then trained to respond on a multiple FR4-FR4 schedule composed of alternating 2.5 minute components. During one component only oral 1S was presented, while in the second component a compound reinforcer of oral 1S + IV 20% ethanol was presented (25 mg/kg/injection). Both levers were extended into the chamber during the session, with the active lever/schedule alternating as the session progressed across components. Average ethanol intake was 0.47 ± 0.04 g/kg. A significant increase in sucrose only reinforcers and sucrose lever error responding was found suggesting that sucrose not ethanol is responsible for driving overall responding. The current findings suggest that the existing intravenous ethanol self-administration methodology remains aversive in the rat.

The main aims of this broad exploratory study were (a) to gain insights as to the possible interrelations between Unisa students' expectations for success and a variety of significant variables (such as their academic performance, self-perceptions, confidence, motivation, self-determination, others' expectancies, locus of control and attributions relating to previous performance), and (b) to discover possible differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail' groups; and 'realistic' and 'unrealistic' groups). The results of 61 hypotheses are compared with a variety of theoretical suggestions and past findings. It was found that, on the whole, the various groups, inter alia, expected to succeed, were confident about the accuracy of their expectations, perceived themselves to work hard, considered themselves to have considerable ability and to be above class average. Despite this rosy outlook many students failed the examinations. Two of the most striking findings of this study were that (a) those who failed overestimated their future performance to a significantly greater extent than those who passed, and (b) overestimations were negatively correlated with achievement. In contrast to theory and numerous research findings, the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed that overoptimistic expectancies and self-perceptions appear to be maladaptive in an academic context. Indeed, the findings suggest that accurate or even underoptimistic self-assessments may be more conducive to academic success. It is proposed that overoptimism may reflect ignorance of standards required, of adequate study methods, or may result in inappropriate preparation. In light of the findings, the implications and possible benefits and dangers of overoptimistic expectations and self-perceptions are discussed. The subjects are 715 third year Unisa psychology students, who are more heterogeneous than most other university students as they not only vary considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)

The main aims of this broad exploratory study were (a) to gain insights as to the possible interrelations between Unisa students' expectations for success and a variety of significant variables (such as their academic performance, self-perceptions, confidence, motivation, self-determination, others' expectancies, locus of control and attributions relating to previous performance), and (b) to discover possible differences relating to various groups (i.e. racial and gender groups; 'pass' and 'fail' groups; and 'realistic' and 'unrealistic' groups). The results of 61 hypotheses are compared with a variety of theoretical suggestions and past findings. It was found that, on the whole, the various groups, inter alia, expected to succeed, were confident about the accuracy of their expectations, perceived themselves to work hard, considered themselves to have considerable ability and to be above class average. Despite this rosy outlook many students failed the examinations. Two of the most striking findings of this study were that (a) those who failed overestimated their future performance to a significantly greater extent than those who passed, and (b) overestimations were negatively correlated with achievement. In contrast to theory and numerous research findings, the psychological profiles of 'overoptimists', 'realists', and 'underestimators' revealed that overoptimistic expectancies and self-perceptions appear to be maladaptive in an academic context. Indeed, the findings suggest that accurate or even underoptimistic self-assessments may be more conducive to academic success. It is proposed that overoptimism may reflect ignorance of standards required, of adequate study methods, or may result in inappropriate preparation. In light of the findings, the implications and possible benefits and dangers of overoptimistic expectations and self-perceptions are discussed. The subjects are 715 third year Unisa psychology students, who are more heterogeneous than most other university students as they not only vary considerably in age but also come from a variety of cultures and backgrounds. / Psychology / D. Litt. et Phil. (Psychology)