Thesis (Ph. D.)--University of Pennsylvania, 1920. / "Reprinted from the Journal of educational psychology."

Thesis (Ph. D.)--Syracuse University, 2002. / "Publication number AAT 3045775."

Inaug.-diss.--Würzburg. / Lebenslauf.

Thesis--Wisconsin. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-177).

<p> The purpose of this study was to explore gender differences in self-concept and achievement in math and reading among elementary-aged students. Research questions were constructed to explore (a) within-group differences of boys and girls in terms of their math and reading self-concepts and achievement scores, (b) between-group differences of boys and girls in areas of math and reading self-concept and achievement, and (c) the predictive utility of gender, math and reading self-concept, and the interaction of gender and math and reading self-concept in relation to math and reading achievement. </p><p> The study used archival data of 104 students in the third through the sixth grades, enrolled in a rural elementary school in Arizona. Approximately half of participants were male and half were female. Data were collected via file reviews for gender, demographic, and Terra Nova reading and math achievement scores. Survey research procedures were also utilized via questionnaires to collect self-concept data, using math and reading composite self-concept variables from the Self-Description Questionnaire, developed by Marsh (1990). </p><p> Bivariate and multivariate statistical procedures were used within a correlational design, with <i>t</i> test, repeated-measures ANOVA (RM-ANOVA), and hierarchical multiple regression analysis (MRA) procedures. Results of dependent-samples <i>t</i> tests demonstrated no significant differences in math and reading self-concepts or achievement scores for boys. Among girls, the only significant mean-level difference was found in higher reported reading self-concept scores, than math self-concept scores. Girls did not, however, exhibit significantly higher reading than math achievement scores.</p><p> Results of RM-ANOVA procedures revealed no significant differences between boys and girls in the domains of reading and math achievement. Similarly, no significant differences were obtained between boys and girls in either domain (math or reading) of self-concept.</p><p> Significant multiple regression models were specified for both reading achievement and math achievement. The independent variables were gender and reading self-concept in the first model, and gender and math self-concept for the second model. Dependent variables consisted of matched areas of reading and math achievement.</p><p> Although both MRA models were significant, they accounted for only about 9% of the variance in math and reading achievement. The gender by self-concept interaction variables were not significant for either model (math or reading), indicating that the relationships between domain-specific self-concept and achievement were not moderated by gender.</p>

abstract: Adolescents and their parents have a unique opportunity to learn from one another and encourage mutual pursuit of a healthy lifestyle. Discussing beneficial habits and how to ensure wellness are uncommon topics for student consideration in the classroom and seldom included in education programs developed to assist parents. The purpose of this project is to identify important health concerns for decision making by adolescents. Each topic is presented in a manner that enables students to explore their personal risk factors, gain knowledge through individual surveys, set personal goals, promote conversation with parents and peers, and provide online resources that foster understanding. The protocol includes a statement of the problem; recent statistical information regarding each of the topics, commonly used tools for goal setting, relevant web sites, and questions to promote interaction. These collective sources of guidance are intended to support good health practices, empower students to make wise healthy choices about self-care, and promote reciprocal learning between adolescents and their parents. / Dissertation/Thesis / M.A. Educational Psychology 2010

abstract: Children with epilepsy represent a unique group of students who may require accommodations in school to be optimally successful. Therefore, it is important for teachers to understand the possible academic consequences epilepsy can have on a child. An important step in providing this information about epilepsy to teachers is understanding where they would prefer to acquire this information. The current study examined differences between teachers of differing ages, school levels and special education teaching status in their preferences for gaining information from parents and the internet. Contrary to expectations, older teachers (those 56 years of age and older) were no less likely that younger teachers to prefer information from the internet. As predicted, elementary school teachers were more likely than high school teachers to prefer information from parents. However, interestingly middle school teachers were also more likely to prefer information from parents than high school teachers. Lastly, contrary to hypothesized results, special education teachers were no more likely to prefer information from parents than non-special education colleagues. Limitations of this study, implications for practice and directions for future research are discussed. / Dissertation/Thesis / M.A. Educational Psychology 2011

abstract: Chronic illness can affect multiple domains of functioning, yet scientific understanding of the effects across the lifespan and under multiple contexts is still developing. For instance, research consistently indicates the early years of a child's life are pivotal for early intervening to positively affect physical, cognitive, and socio-emotional development; unfortunately, the impact of chronic illnesses, and thus appropriate interventions, during this time are not well-established. Academic achievement is one area in which children with chronic illness are negatively affected and research suggests that the effects of illness can be exacerbated by certain social determinants of health and demographic characteristics; however, no recent studies have examined these relationships for children at school entry. The current study utilized the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to examine variations in early academic readiness in reading and mathematics by diabetes status, race, and social determinants, specifically mother's education and access to early childhood education, among children born in 2001. Results of the current study indicated that children with diabetes scored lower on reading and mathematics relative to their non-diabetic peers. Significant interactions were evident for diabetes status by mother's education, race/ethnicity, and by early childhood education. Children in homes whose mothers had the lowest level of education did not score as high as children in homes with mothers who had higher levels of education. Among children without diabetes, those identified as Asian, Pacific Islander, or Native Hawaiian outperformed White, Black, Hispanic, American Indian, and multi-race groups on measures of reading and mathematics, whereas among children with diabetes, those identified as multiracial scored highest. Regardless of diabetes status, children who attended preschool outperformed those who did not, yet children without diabetes who had not attended preschool outperformed diabetic children who did receive such services. Findings support the need for targeted early intervention as preschool alone did not mitigate the effects of diabetes on academic performance. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

abstract: The present study examined the relations between indices of parental involvement (parental aspirations, expectations, help with schoolwork, home learning and language materials) and children's academic achievement in a sample of 291 kindergarten-2nd grade children. Children's academic achievement was assessed with the Woodcock Johnson and parents reported on expectations, aspirations, help with schoolwork, home learning and language materials. Latent Growth Curve Models were used to test whether there was growth in the parent involvement variables and whether growth in the parent involvement variables predicted growth in academic achievement. The intercept for parental expectations was the only intercept to predict the intercept of academic achievement. Rates of growth in parental expectations, parental help with schoolwork, and home learning materials predicted rates of growth in academic achievement. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

abstract: The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?" / Dissertation/Thesis / Ed.D. Curriculum and Instruction 2012