Injury is a common factor that athletes must face. Social support seems to be a helpful mechanism for athletes to recover from injury and cope with the psychological factors that arise with it. This study was conducted to evaluate the type of social support perceived to be received and wanted based on the provider from which it was offered. One hundred and two male and female basketball, soccer, football, baseball, and softball players were surveyed who had missed at least two practices and one competition due to injury within the past two years. The PASS-Q, a measure of social support for athletes, was used to determine what type of support players perceived to receive from one of four different provider groups (coaches, family/friends, teammates, and trainers/physiotherapists) as well as what type of social support they would have liked. The aim of this study was to determine what type(s) of social support athletes perceived they received from each group of providers, whether they were satisfied with what they received, and if they were unsatisfied, what they thought was missing. Four MANOVAs were used to test the hypotheses: social support perceived, social support wanted, the difference between perceived support and wanted support, the ratio of perceived support and wanted support. A Chi-Square was performed to test the athletes' satisfaction with the support they perceived to receive. Findings suggest that athletes are satisfied with support from family/friends and trainers, but not as satisfied with coaches or teammates. Athletes seem to want all types of social support from all provider groups, although the perceived and wanted support of the athletes were different for each provider group. Therefore, the provider group and the type of social support, as well as the amount of each type of social support athletes want from each provider group should be considered in future research. It is possible that some providers do not realize how important social support is during the rehabilitation process. This research indicates that certain provider groups may be unaware of how the athletes they work with perceive the social support that they receive. / A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester, 2013. / June 12, 2013. / Includes bibliographical references. / Robert C. Eklund, Professor Directing Thesis; Gershon Tenenbaum, Committee Member; Jeannine Turner, Committee Member.

Educators today are increasingly interested in using game-based assessment to assess and support students' learning. The present dissertation study investigated how changing a game design element, linearity in gameplay sequences, influenced the effectiveness of game-based assessment in terms of validity, reliability, fairness, learning, and enjoyment. In this study, two versions of a computer game, Newton's Playground, with different degrees of linearity in gameplay sequences were compared. Investigation of the assessment qualities--validity, reliability, and fairness--suggested that changing one game element could significantly influence how players interacted with the game, thus changing the evidentiary structure of in-game measures. Although there was no significant group difference in terms of learning, participants who played the nonlinear version of the game showed significant improvement on qualitative physics understanding measured by the pre- and posttests. There was also no significant group difference in terms of enjoyment. Implications of the findings for future researchers and game-based assessment designers are discussed. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2014. / July 14, 2014. / Educational games, Evidence-centered design, Game-based assessment, Game-based learning / Includes bibliographical references. / Valerie Shute, Professor Directing Dissertation; Arthur Raney, University Representative; Russell Almond, Committee Member; Fengend Ke, Committee Member.

The purpose of this study was to examine the relationship between perceived coaching behaviors and athlete burnout, and to investigate the mediation effects of psychological need satisfaction/thwarting and self-determined motivation on the relationship. Four hundred and eleven Korean collegiate athletes were active members of 19 different sports participated in the study. Their age on average was 21.37 years old (SD = 1.24), and they had 12.31 years (SD = 2.14) of experience in their sports. The participants completed seven questionnaires: a demographic questionnaire, the Korean version of Athlete Burnout Questionnaire, Basic Psychological Needs Scale, Psychological Need Thwarting Scale, Sport Behavioral Regulation Scale, Korean version of Controlling Coach Behaviors Scale, and short version of the Sport Climate Questionnaire. The athletes perceiving that their coaches provided autonomy-supportive coaching had higher levels of satisfaction on all three basic psychological needs, intrinsic motivation, and autonomous forms of motivation, and lower level of burnout, whereas the athletes perceiving that their coaches provided controlling coaching had higher levels of psychological need thwarting, controlled forms of motivation and amotivation, and burnout. Psychological need thwarting mediated both autonomy-supportive and controlling coaching behaviors, and amotivation was the only mediation variable among all types of self-determined motivation on the relationship between perceived coaching behaviors, psychological need satisfaction/thwarting, and burnout. Despite the limitations, the findings of this study may provide meaningful information for researchers in that this was the first study to simultaneously investigate all the relationships among perceived coaching behaviors, psychological need satisfaction/thwarting, self-determined motivation, and athlete burnout. The findings demonstrated the mechanism of all the relationships in terms of self-determination theory. From the applied perspective this may alert coaches to the importance of not providing controlling coaching environment. Moreover, sport psychology consultants may develop educational programs for coaches to learn importance of the perceived coaching behaviors and improve communication skills to understand how athlete perceive coaches' coaching behaviors. Sport psychology consultants also develop interventions for athletes to prevent or recover from burnout. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2014. / June 27, 2014. / Athlete Burnout, Coach-Athlete Relationship, Need Satisfaction, Need Thwarting, Self-Determination Theory / Includes bibliographical references. / Robert C. Eklund, Professor Co-Directing Dissertation; Gershon Tenenbaum, Professor Co-Directing Dissertation; Colleen Kelley, University Representative; Insu Paek, Committee Member; Jeannine Turner, Committee Member.

Online course evaluations offer a number of advantages over the traditional paper based surveys that are handed out at the end of the semester for students to provide feedback about the course and the instructor. However, low response rates to online course evaluations have kept the method from being widely adopted. Additionally, concerns about a perceived lack of quality of student feedback have led to resistance against course evaluations, especially when the results are used to make decisions about promotion and tenure. The present study aimed at addressing the issue of low response rates and low quality of feedback by means of targeted instructional interventions. The sixteen sections of a large enrollment (N = 484), lower division course at a southeastern public research I university were randomly assigned to three groups. One group received an intervention that highlighted the benefits of course evaluations and aimed at motivating students to participate in end-of-term online course evaluations. A second intervention aimed at teaching students how to provide effective feedback in online course evaluations. A third group that did not receive any intervention served as the control for the study. The results showed that the intervention aimed at increasing participation did not have the predicted effect. On the other hand, the intervention teaching students how to provide effective feedback yielded significantly higher comment rates. The quality of the comments as measured by the length of comments in words, whether or not the comments included examples from class, suggestions for improvement, or personal comments about the instructor, did not differ among groups. For future research it is suggested to vary instructor and course properties and use media based interventions for scalability. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2011. / April 25, 2011. / Course Evaluations, Student Evaluations of Teaching, Student Feedback, Quality of Feedback, Response Rates / Includes bibliographical references. / Vanessa Dennen, Professor Directing Dissertation; John Geringer, University Representative; John Keller, Committee Member; Robert Reiser, Committee Member.

An examination of the relationships among perfectionism, perceived coaching behaviors, types of motivation, and burnout in Division I swimmers (N = 501) was conducted. Two conceptual models were hypothesized to account for the possible relationships among variables. Structural equation modeling analyses were conducted to examine the hypothesized models relationships among variables. It was determined that the hypothesized Model B fit best to the data provided by the Division I swimmers. Within Model B, socially prescribed perfectionism had a direct effect to the three forms of least self-determined motivation (i.e., amotivation, external regulation, introjected regulation). The excessive personal control subscale for perceived coaching behaviors also had a direct effect to amotivation and introjected regulation. Socially prescribed perfectionism correlated with all four perceived coaching behavior subscales (i.e., controlling use of rewards, excessive personal control, negative conditional regard, intimidation) Only amotivation and the perceived coaching behavior of excessive personal control had a direct effect to burnout. The data presented supports previous research that has found amotivation to be a potential indicator of burnout (Cresswell & Eklund, 2005a; Cresswell & Eklund, 2005b; Lonsdale, Hodge, & Rose, 2009). However, the current study suggests that perceived coaching behaviors, specifically excessive personal control, might also influence the level of burnout an athlete is experiencing. Further research should be conducted to determine other possible precursors of burnout. / A Dissertation submitted to the Department of Sport Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2010. / June 28, 2010. / Burnout, Motivation, Self-Determination Theory, Coaching Behaviors, Perfectionism / Includes bibliographical references. / Robert C. Eklund, Professor Directing Dissertation; Robert Glueckauf, University Representative; David W. Eccles, Committee Member; Gershon Tenenbaum, Committee Member.

This study represents and investigates the relationship between the item discrimination parameters of some polytomous item response theory models. The specific models chosen are the graded response model proposed by Samejima in 1969, the generalized partial credit model (Muraki, 1992), and the acceleration model (Samejima, 1995). The relationship between the item discrimination parameters of these models is explored with some algebraic operations and the relationship is also examined with data analysis of simulated data sets. / A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester, 2010. / June 28, 2010. / Generalized Partial Credit Model, Item Discrimination, Item Response Theory / Includes bibliographical references. / Akihito Kamata, Professor Co-Directing Thesis; Betsy Jane Becker, Professor Co-Directing Thesis; Yanyun Yang, Committee Member; Gershon Tenenbaum, Committee Member.

This mixed-methods study investigated heritage language and foreign language learning students' skill-specific (i.e., speaking listening, reading, and writing) language learning anxieties and self-efficacies associated with Spanish language learning. Additionally, this study investigated the extent to which heritage language learners perceive Spanish as part of their ethnic identity and how their perceptions of ethnic identity impact their skill-specific anxieties and self-efficacies toward learning the Spanish language. A total of 315 participants completed the quantitative portion of this study and 11 participants volunteered to take part in a semi-structured interview session. Findings from this study revealed significant differences between heritage language learners' and foreign language learners' ratings of listening anxiety and writing anxiety and for all skill-specific language learning self-efficacies. Significant differences were also found among groups of heritage language learners in relation to their ratings of Hispanic heritage ethnic identity, skill-specific anxieties (expect for writing anxiety), and all skill-specific self-efficacies. Furthermore, heritage language learners' Spanish language learning experiences were impacted by their backgrounds (e.g., family lineage, generation of heritage language learner), formal educational experiences, levels of motivation, and their low levels of Spanish language abilities. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2011. / March 14, 2011. / Language Self-efficacy, Language Anxiety, Heritage Language Learners, Spanish learners / Includes bibliographical references. / Jeannine Turner, Professor Directing Dissertation; Brenda Cappuccio, University Representative; Alysia Roehrig, Committee Member; Beth Phillips, Committee Member; Rebecca Galeano, Committee Member.

This study sought to validate measures of caretaker readiness to facilitate meaningful participation in the Exceptional Student Education (ESE) educational decision-making process. School districts have encountered great difficulty in achieving the federal standards for meaningful participation in educational decision making due to a lack of caretaker involvement. This gap in readiness could well be a factor in the lack of caretaker involvement. The Caretaker Readiness Questionnaire (CRQ) is an instrument designed to measure mastery of knowledge and opinions regarding participation in ESE educational decision-making. The CRQ is comprised of two subscales: the Rights Questionnaire Scale (RQS) and the Caretaker Opinion Scale (COS). This study examined the factor structure, internal consistency and concurrent validity of the Caretaker Readiness Questionnaire (CRQ). Survey data were collected from a direct mail and direct solicitation criterion samples. Usable returns were gathered from N=53 caretakers with elementary school students attending Miami-Dade and Monroe County Public Schools in Florida. Caretakers completed assessments with regard to (a) caretaker knowledge, (b) opinions, and (c) caretaker involvement as it relates to participation in the ESE Placement Processes, ESE Support Activities, and General School Activities. For the purpose of this study, caretakers were comprised of the biological parents or legal guardians of minor children eligible to make educational decisions. Results of the exploratory factor analysis (EFA) revealed the RQS should be considered an uni-dimensional scale with an alpha of .91. A second EFA detected a two factor structure for the COS: the (1) Personal Domain and (2) External Domain with Cronbach alphas of .92 and .77, respectively. Nevertheless, a scree test further supported the interpretation that the COS can be used as a uni-dimensional measure with an alpha of .89. With regard to concurrent validity, no significant relationships were found between the RQS and the COS with respect to participation in the ESE placement process, ESE support activities, and general school activities as measured by the Caretaker Involvement Survey (CIS). Additional findings reflected a high degree of correspondence between participation in ESE placement process participation and the total numbers of occurrence types. Correlations between areas of participation suggest a general involvement factor that participation in one aspect of involvement may be predictive of caretaker involvement regardless of activity. The CRQ could be utilized in a field trial within a caretaker readiness program. Further validation of the CRQ is warranted with larger sample sizes to confirm the factor validity of the RQS and COS, as well as establishing concurrent validity. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2009. / August 31, 2009. / Disabilities, Parent Involvement, Special Education, Exceptional Student Education, Response To Intervention, IDEA, Staffing, Educational Psychology, Psychoeducational Testing, Educational Placement / Includes bibliographical references. / Gary Peterson, Professor Co-Directing Dissertation; James P. Sampson, Jr., Professor Co-Directing Dissertation; Barbara J. Edwards, University Representative; F. Donald Kelly, Committee Member.

The aim of the present study was to further the conceptual understanding of exertion-pain anxiety. Specifically, the purposes were to induce exertion-pain anxiety, evaluate the effect of wait times on exertion-pain anxiety, and investigate the mechanisms of exertion-pain anxiety through the lens of Lazarus' cognitive-motivational-relational (CMR) theory (1991). Eighty-one college students (40 females, 41 males) were recruited to participate in the study. As a catalyst for exertion-pain, participants assigned to the experimental condition were exposed to a modified Wingate Test on two occasions that were separated by either 15 or 30 minutes depending upon condition assignment. Control participants engaged in a moderate cycle ride. MANOVA analyses revealed significant differences among the experimental and control conditions on pain expectations, anxiety, and pain rumination. Significant differences were not revealed between wait time conditions. Results revealed that anxiety scores increased for participants in the experimental condition from time one to time two. These findings support the notion that anxiety can be induced by exposure to a pain-inducing exercise task. In testing the three components of Lazarus' CMR theory, results indicated that pain expectations and self-efficacy, were predictors of anxiety prior to the first task. Pain expectations were the only significant predictor of anxiety prior to the second task. Coping was not a significant predictor at either time. Overall, it appears that exertion-pain anxiety may not be fully explained using Lazarus' model. Discussion concerns the utility of implementing socially based models or theories to explain responses that are physically based. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2010. / August 2, 2010. / Exertion-pain, Anxiety, CMR Theory / Includes bibliographical references. / Robert C. Eklund, Professor Directing Dissertation; Lynn Panton, University Representative; Gershon Tenenbaum, Committee Member; Alysia Roehrig, Committee Member.

Sport officials represent a ‘third team’ in sports that have the potential to change the outcome of games, seasons, and careers. The existing research on officials is sparse and disjointed with many studies going uncited as their researchers abandon officiating research. The present study tests the Enhanced Sport Official’s Decision-Making Model (ESODMM), which expands the existing Official’s Specific Decision-Making Model by integrating additional variables that influence decision-making, particularly anticipation and emotion (Plessner & Haar, 2006). To test the role of anticipation and emotion in the ESODMM, 56 basketball officials (32 high school level, 24 NCAA division 1) were assigned to either high (crowd noise) or low (no crowd noise) stress conditions and asked to make calls on occluded or non-occluded basketball video clips. Results revealed that officials in the high stress condition experienced more stress and anxiety resulting in less accurate decisions and goal-directed gaze behaviors. Additionally, experienced officials made more accurate decisions and goal-directed gaze behaviors than novices. Moreover, decision-making accuracy was lowest in the non-occluded block. Finally, experienced officials’ emotions were affected similarly by the high stress condition while maintaining their decision-making advantage. These results support that emotion, information-processing, and anticipation have an important role in officials’ decision-making. Implementing the ESODMM will provide researchers with a more comprehensive model to guide their understanding of officials’ decision-making. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / February 6, 2018. / Anticipation, Anxiety, Decision, Emotion, Officials, Stress / Includes bibliographical references. / Gershon Tenenbaum, Professor Directing Dissertation; Anders Ericsson, University Representative; Graig Chow, Committee Member; Yanyun Yang, Committee Member.