The current study sought to extend knowledge on effectiveness of Electronic Response Systems (ERS) or “clickers” in a college classroom by comparing student assessment performance between two sections (n = 41 & 42) of a Biblical Studies course in a small evangelical university. Student characteristics were virtually identical in the classes, taught by the same instructor. In one section, the instructor used ERS two to four times a week to administer quizzes or start discussions. Results showed no statistically significant evidence of improved performance in the ERS class, measured on a wide variety of assignment, quiz, and exam scores, including pre-test/post-test improvement in knowledge. Gender, prior GPA, and other demographic differences did not interact with the manipulation. It was speculated that use of ERS may have failed to make a difference in the current study because the system was not used frequently enough or for engaging activities, or because the use of ERS in a small class may not have provided benefits beyond the usual class experience. Interestingly, however, a student survey given at the beginning and end of the semester showed that students in the ERS class significantly improved their opinion of the system, indicating that they felt they had performed better as a result of using the clickers. (Students’ opinions in the control class declined.) Thus, students believed that ERS had improved their performance, although objectively it had not. It was concluded that relying on student opinions on the benefits of ERS may be misleading. / Department of Educational Studies

Thesis (M.A.), Psychology--University of Central Oklahoma, 2009. / Includes bibliographical references (leaves 30-38).

Thesis (M.S.)--Ohio State University, 1986. / Includes bibliographical references (leaves 93-95).

Thesis (M.A.), Psychology (Experimental)--University of Central Oklahoma, 2008. / Includes bibliographical references (leaves 64-68).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed Sept. 2, 2009). Additional advisors: Wiiliam Boyd Rogan, Margaret Rice, James Eck, Carl Brezausek. Includes bibliographical references (p. 86-89).

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 76-80).

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 61-66).

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 55-56).

Research has linked rape victim-blaming attitudes (VBAs) with gender role stereotyping, negative peer attitudes towards women, and acceptance of interpersonal violence. The current study analyzed longitudinal questionnaire data of college men (n=166) from White and Smith's (2001) study of college student victimization. Results indicate that VBAs can be conceptualized as either overt or covert, and that the covert VBA was more strongly correlated with alcohol use, sexualized peer attitudes, traditional gender stereotypes, need for sexual dominance, and perpetration of dating aggression. The covert VBA was also correlated with rape proclivity one year later, and partially mediated relationships between earlier variables and later rape proclivity. Additionally, endorsement of chivalry moderated the relationship between traditional gender stereotypes and the covert VBA, casting new perspective on the role of chivalry. Overall, results demonstrate the importance of targeting subtle expressions of VBAs in educational programs, and the need for longitudinal studies on rape attitude development.

The purpose of the current study was to examine if positive family, social, and/or academic dimensions of SC weaken (i.e., moderate) the direct relationship between physical SC (i.e., a person's evaluation of their physique, adiposity, and weight) and depressive symptoms in a sample of adult men. A convenience sample of 239 college men completed self-report measures including the Tennessee Self-Concept Scale-2 (TSCS-2) and Symptom Checklist-90 Revised. Hierarchical regressions revealed that family and social SC were significant moderators of the relationship between physical SC and depressive symptoms, suggesting how men see themselves in their family and social systems affects the aforementioned relationship. Academic SC, however, was not a significant moderator; it was negatively related to depressive symptoms no matter how men felt about their physical selves. Our findings suggest that feeling positively about one's relationships may protect men with poor physical SC from experiencing symptoms of depression at the rates or intensity of their similarly body dissatisfied peers who do not report positive family or social SC. An additional simultaneous regression assessed the contribution of various dimensions of SC to the prediction of depressive symptoms, physical (7.76%), social (8.02%) and academic (6.62%) self-concept accounted for significant amount of variance in symptoms of depression which family SC (2.61%) did not. College counselors who assist men presenting with poor physical SC or depressive symptoms should assess for the other problem, as they commonly co-occur. In addition, they may consider helping them to improve the quality of their relationships in family and social systems as reasonable interventions for both depression and poor physical SC. Importantly, men who experience their academic SC as deficient should be considered at-risk for depression, although more research is needed to help identify the types of students who report low academic SC. In addition, men with symptoms of depression would likely benefit from accommodations to support their academic functioning.