Thesis (Ph. D.)--Columbia University. / Vita.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).

<p> Youth-initiated mentoring that focuses on a mentee&rsquo;s academic goals has the potential to positively influence academic, social-emotional, and identity development in older adolescents while building enduring mentor-mentee relationships (DuBois et al., 2011, Schwartz &amp; Rhodes, 2016; Bayer, Grossman, &amp; DuBois, 2015; Karcher &amp; Nakkula, 2010). While the majority of youth mentoring research has focused on long-term (12 months or more) resiliency-based mentoring models, new emerging models like youth-initiated and academic instrumental mentoring need to be investigated (Rhodes, 2002; DuBois et al., 2002; Schwartz &amp; Rhodes, 2016). The purpose of this quantitative study was to explore the influences of short-term youth-initiated mentoring on higher order cognitive skill development and mentor-mentee relationship quality. Participants included 145 high school students enrolled in an International private school&rsquo;s youth-initiated academic mentoring program who completed a digital survey twice over three months. The survey instrument included a descriptive section that collected participants&rsquo; demographic information while quantifying their youth mentoring experience, a Mentor-Youth Alliance Survey that assessed mentor-mentee relationship quality (Zand, Thomson, Cervantes, Espiritu, Klagholz, et al., 2009) and two measurement tools that assessed higher order cognitive skills including the Developmental Assets Profile internal assets (Scales, Benson, &amp; Mannes, 2006) and the future expectations the Survey of Academic Youth Outcomes Youth Survey future expectations (NOIST, 2013). Findings indicated that short-term youth-initiated academic mentoring positively influenced high order cognitive development in older adolescent students. In addition, youth-initiated mentoring may promote higher quality mentor-mentee relationships within 3 to 12 months.</p><p>

M.Ed. (Education Psychology) / Please refer to full text to view abstract

Thesis (Ph.D.) -- University of Texas at Arlington, 2009.

Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Edward S. Shapiro.

<p>Identity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, &amp; McLaughlin-Volpe, 2004). </p><p> The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn &amp; Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer &amp; Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler &amp; Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie &amp; Taylor, 1993; Pearson &amp; Petitpas, 1990). </p><p> This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943). </p><p> The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition. </p><p> The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants&rsquo; high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell&rsquo;s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity. </p><p> The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder &amp; Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty &amp; Karabenick, 1998). </p><p> The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty &amp; Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed. </p>

<p> The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher's analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were <i>choice, brotherhood, acculturation, and Catholic.</i> These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.</p>

<p> This quasi-experimental, two-week case study examines the effect of an outdoor classroom on university students' academic achievement and assesses the students' demographic relationship to the classroom environment and academic achievement. This study assesses theories and studies examining nature's impact on cognitive functioning and academic achievement. The results of this study showed no significant difference between the control and treatment group in academic achievement, and no significant relationship was found between the students' academic achievement, demographics and the passive presence of a natural environment. Future suggestions include using a mixed method approach, a larger sample size, and further investigation of the impact of a natural environment on educators.</p>

<p> The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24&ndash;minute video of a classroom lecture, students received various numbers of related&ndash;to&ndash;lecture (&ldquo;Is consistent use of the eye contact method necessary for success?&rdquo;) versus not&ndash;related&ndash;to lecture (&ldquo;Have you ever missed class because you couldn't find parking?&rdquo;) instant messages in addition to note taking vs. no note taking. Student self&ndash;rating for multitasking ability, typical and maximum instant messaging activity, and classroom computer use were also measured. Contrary to cognitive models of information processing that suggest instant messages will disrupt student retention of lecture information, no effects were found for number of interruptions, presence or absence of notes, or relatedness of interruption on lecture retention. Students&rsquo; multitasking self&ndash;rating was negatively related to lecture retention. The implications of these results for classroom practice and future research are explored.</p>