Mindfulness has made a strong emergence in psychological research and practice over the past few decades. Many authors have suggested the utility of mindfulness in fostering healthy career development, although very little empirical research has been conducted in this area. The purpose of the present study was to explore the role of mindfulness in a career context, by investigating the relationships among mindfulness, dysfunctional career thoughts, vocational identity, and decision-making style. The sample consisted of 258 undergraduate students at a southeastern university. Significant correlations in the predicted directions were found among all variables of interest. The data were then analyzed using ANOVA procedures, which revealed strong main effects for high mindfulness, thinking-based decision-making style, and internal-based decision-making style for both dysfunctional career thoughts and vocational identity. No interactions were found, suggesting that high mindfulness is associated with fewer dysfunctional career thoughts and higher vocational identity, for all types of decision makers. Secondary analyses utilized regression procedures, finding that mindfulness and decision-making style accounted for 32.2% of the variance in dysfunctional career thoughts, and 22.8 % of the variance in vocational identity. Directions for future research and implications for practice 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, 2013. / April 10, 2013. / Career Development, Career Thoughts, Decision-Making Style, Mindfulness, Vocational Identity / Includes bibliographical references. / Janet Lenz, Professor Directing Dissertation; John Reynolds, University Representative; James Sampson, Committee Member; Frances Prevatt, Committee Member.

Identifying what factors can increase participants adherence to a weight management program is of great interest. The usage of between session activities in psychotherapy have also been determined to increase overall client outcomes. By adding evidence-based homework principles to a weight management program, it is believed that the completion of between session activities will improve. It is expected that between session activities will increase client self-efficacy, dietary and exercise behaviors, and overall weight loss. The purpose of this study was to investigate whether the addition of a systematic and structured homework procedure would translate to increased weight loss outcomes. At a local HMO, a total of 56 participants were randomly assigned to either the standard weight loss group (treatment as usual) or the enhanced group (treatment as usual plus addition of homework principles). Participants completed a 16-week weight management program and the current study assessed the effect of the enhanced component on self-efficacy, dietary and exercise behaviors, and overall weight loss. Overall attrition rate for the study was 17.9% and session attendance rate by participants was 70% (enhanced group) and 63% (standard group). The mean score of completed food logs was higher for the enhanced group (6.85) compared with the standard group (6.08), however the difference was not statistically significant, t (50)=0.63, p=0.53. The same pattern was also observed for the Between Session Activities Questionnaire (BSAQ) scores, t (50)=.23, p=0.82. In a series of ANCOVA analyses with pretreatment scores as covariates, the Weight Efficacy Life-style Questionnaire (WEL) post assessment scores did not significantly differ between the enhanced and standard group, F (1,42)=3.29, p=0.08; partial ç2= .073; likewise the Exercise Self-Efficacy Scale (ESES) post assessment scores did not significantly differ between the two groups, F (1,42)=0.22, p=0.64; partial ç2= .005. The Dietary Habits Questionnaire (DHQ) post assessment scores also did not significantly differ between the two groups, F (1,42)=1.24, p=0.27; partial ç2= .028, and neither were post assessment scores on the Paffenbarger Physical Activity Questionnaire (PPAQ) F (1,42)= .18, p=.67; partial ç2= .004. Lastly, there was no significant difference in weight loss between the enhanced and standard group, F (1,53)= 3.68, p=0.06, partial ç2=.065. However, an interaction effect was detected between Time x Group for weight loss, F (1,53)= 4.04, p= .049, partial ç2= .070, favoring the enhanced treatment group, in a supplementary repeated measures ANOVA analysis. This was further supported by the results of the multi-dimensional chi square test, which indicated that there was a marginal relationship between the condition (enhanced vs. standard) and the 7% weight loss goal achievement: ×2 (1, N=56) = 3.82, p=0.051(three times more respondents in the enhanced condition achieved the 7% goal than in the standard condition). In terms of the 5% weight loss goal, the number of respondents who achieved this goal is relatively the same for both conditions (×2 (1, N=56) = 3.11, p=0.557). Additional repeated measures ANOVA analyses suggested that both groups improved on the WEL and DHQ, however differences between the groups were not detected. This indicates that the enhanced homework procedure was unable to produce greater levels of weight management self-efficacy and the adoption of healthy eating behaviors beyond what would be expected of the standard treatment. Furthermore, neither the standard or enhanced groups improved on levels of exercise self-efficacy and the adoption of exercise behaviors. The current study was unable to detect clear differences between the enhanced and standard homework conditions on all measures (partly likely due to the limited sample size). However, there were moderate effect sizes observed favoring the enhanced condition on some measures, such as the WEL, and most importantly, the overall weight loss. It is possible that since both conditions included some homework elements, and the time allocated to differentiating and enhancing the homework effects in the enhanced condition was somewhat limited, there was not sufficient potency in the enhanced condition to produce clearly visible statistically significant differences on all measures between groups in a relatively modest sample size. Determining ways to increase the completion of between session activities by weight loss group participants is considered a step in the right direction in achieving weight loss, and fighting obesity. / 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, 2013. / March 28, 2013. / Cognitive Behavioral Therapy, Diabetes Prevention Program, Homework, Physical Activity, Pre-diabetes, Weight Management / Includes bibliographical references. / Georgios Lampropoulos, Professor Directing Dissertation; Mary Gerend, University Representative; Frances Prevatt, Committee Member; Deborah Ebener, Committee Member.

The purpose of the study was to investigate how attentional focus affect hand motion steadiness under different pressure levels and to explore the accuracy of skin conductance level (SCL) in measuring one's pressure level. Undergraduate college students (40 males, 40 females) were recruited to perform a hand motion steadiness task for two blocks (i.e., baseline and test) of 10 trials. The order of the blocks was counterbalanced within four subgroups classified by two between-participant factors: pressure, attentional focus. The pressure level was manipulated by whether participants were notified about a time constraints (which were not actually applied) in their performance and the attentional focus factor whether participants were instructed to do a task-focused self-talk ("Go Steady") or suppressive self-talk ("Don't Shake"). Participants' SCL and ratings of pressure level were obtained for both blocks. Results revealed that the ironic process did lead participants rehearsing repressive self-talk ("Don't Shake") to choke regardless of the pressure level. Besides, SCL seems to be more of an indicator for one's activation-arousal level than pressure level. Finally, females have a more steady hand under various conditions than males. These findings had both applied and theoretical implications and contributed to the research of choking under pressure. / 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. / Spring Semester, 2013. / November 14, 2012. / Choking under Pressure, Hand motion steadiness, Ironic Process / Includes bibliographical references. / Robert C. Eklund, Professor Directing Thesis; Gershon Tenenbaum, Committee Member; Russell Almond, Committee Member.

Engagement in physical activity generates exertive sensations; at high enough intensities, these sensations eventually reach a high level of discomfort. The negative affective response may be partially to blame for the high rates of physical inactivity in the United States (Ekkekakis, 2011). Discomfort from physical effort appears to be dose-related and mediated by attention allocation (Tenenbaum, 2001). According to Tenenbaum's model, during the early phases of the exercise task, attention is primarily dissociative and can easily switch between attention outward and attention inward (i.e., away from or on the task and exertive sensations). As exercise intensifies, attention shifts to primarily associative focus; physiological factors dominant attention, and this marks imminent termination of the task. Researchers using this model investigate strategies for decreasing discomfort or effort perception during the dissociative phase and for delaying the shift from dissociative to associative attention in order to increase effort endurance. Based on Tenenbaum's model, psychological interventions using imagery (Coote & Tenenbaum, 1998; Razon, Basevitch et al., 2010), music (Atkinson, Wilson, & Eubank, 2004; Elliot, Carr, & Orme, 2005; Yamashita, Iwai, Akimoto, Sugawara, & Kono, 2006), and smells (Basevitch et al., 2010) have been studied to date. This study investigated the effect of self-talk on attention allocation, effort perception, and effort endurance. Four self-talk conditions were used: motivational, instructional, task-irrelevant, and a control condition. Each participant used one type of self-talk during two different isometric tasks: a handgrip task and a leg extension task. The use of self-talk successfully directed attention focus, either toward effort (i.e., internal-associative) or away from effort (i.e., external-dissociative). The use of task-irrelevant self-talk delayed the D/A shift, led to decreased effort perception, and resulted in longer overall task endurance in comparison with the control condition. The use of instructional self-talk led to dissociative attention and delayed the D/A shift in comparison with the control condition, but did not decrease effort perception or lead to longer overall endurance. The use of motivational self-talk resulted in the longest task endurance at high intensities. Results lend support to Tenenbaum's (2001) model and may aid in making suggestions for self-talk interventions that are appropriate for an exerciser's goals, whether reducing effort perception, enduring longer on task overall, or enduring longer at higher intensity. Future research directions include investigating the effectiveness of self-talk in more dynamic tasks, using self-talk congruent with the participant's natural self-talk, and expanding or clarifying the attention mediator with current models of attention focus. / 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, 2012. / October 25, 2012. / exercise endurance, perceived exertion, self-talk / Includes bibliographical references. / Gershon Tenenbaum, Professor Directing Dissertation; Lynn Panton, University Representative; Robert Eklund, Committee Member; Robert Gluekhauf, Committee Member.

Previous research demonstrates a plethora of variables which influence people's fear of death. Research findings suggested the correlates of death anxiety are numerous ranging from age, gender, and religious beliefs to ethnicity, death education, depression, experiences with death, occupations, life regrets and meaning of life as well as exposure to death (Aday, 1984; Dumont & Foss, 1972; Hunt, 2000; Lonetto & Templer, 1986; Schiappa, Gregg, & Hewes, 2004; Siscoe, Reimer, Yanovsky, Thomas-Dobson, & Templer, 1992; Thorson & Powell, 1990). Unfortunately, the empirical findings within the fear of death research contain conflicting evidence. Some studies report a linear relationship between age and death anxiety, whereas other research suggested a curvilinear relationship, with middle aged individuals displaying the highest fear of death (Cicerelli, 2001; DePaola, Griffin, Young & Neimeyer, 2003; Kastenbaum, 2001; Neimeyer, Wittkowski, & Moser, 2004; Tomer & Eliason, 1996). Despite this discrepancy, the existence of gender difference in death anxiety seems clear: women consistently report greater levels of anxiety than do men (Aday, 1984; Davis, Bremer, Anderson, & Tramill, 1983; Iammarino, 1975; Lonetto & Templer, 1986; Siscoe, Reimer, Yanovskky, Thomas-Dobson, & Templer, 1992; Stillion, 1985; Thorson & Powell, 1993; Young & Daniels, 1980). When other correlates are considered, research is again inconsistent. The influence of religion, ethnicity, death education, or experience with death on death anxiety cannot be consistently quantified. Additionally, research suggested people's occupational choices and exposure to death via the media both also contribute to death anxiety (Hunt, Lester & Ashton, 1983). Also, researchers have noted the relationship between death anxiety and depression to be a positive one (Templer, 1967, 1969, 1970; Ochs, 1979; Gilliland, 1982). Another factor, according to Tomer and Eliason (2005), is past life regrets and their findings suggested minimized past life regrets, impacts individuals' acceptance of death. Consequently, the conflicting results within the research literature encourages further exploration into the nature of death anxiety. The general objective of this research was to develop a better understanding concerning how older male veterans face the reality of death. The purpose of this study was to examine the relationship between predisposition to death and past life regrets with respect to death anxiety among male veterans 45 years or older, who were not in the workforce. The sample was a criterion sample with rules of inclusion which included: individuals were male veterans, 45 years-old or older who were no longer in the labor force, successfully completed the clock drawing test and were able to read and complete all the administered surveys independently. Ninety-five male veterans from the Miami Veterans Affairs Medical Center successfully completed the Clock Drawing Test and responded to three surveys. Specifically, participants filled out the R Questionnaire (to measure past life regrets), the Collett-Lester Fear of Death and Dying Scale (CLFDS, to measure death anxiety), and a questionnaire requesting for background information (to measure health status, depressive symptoms, sense of meaning, religiosity, exposure to death, and spirituality). The findings showed that an increase in Past-life Regret was significantly (p<.05) associated with an increase in anxiety towards death, however, the extent of meaning found in life was not significantly (p<.05) associated with less anxiety towards death in the causal model. This study hoped to provide a better understanding about the factors which impact the fear of death and grant people, more specifically psychologists, dying veterans and their families, an open forum to acknowledge and discuss their fears and anxieties concerning death. / 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, 2008. / April 15, 2008. / Life Regrets, Fear of Death, Death Anxiety / Includes bibliographical references. / Gary Peterson, Professor Directing Dissertation; James Sampson, Professor Co-Directing Dissertation; Debra Ebener, Outside Committee Member; Susan Miller, Committee Member; Michael Railey, Committee Member.

Researchers and practitioners have been particularly interested in athlete's use of imagery during practice and competition over the last 25 years (Hall, Rodgers, & Barr, 1990; MacIntyre & Moran, 2007a). A key limitation of imagery use research has been an over-reliance on measures involving questionnaires and interviews (Eccles, 2012). Imagery researchers have recommended verbal report methods in relation to a specific sport task alongside the use of traditional questionnaires, in order to gain a better understanding of imagery use (Morris, Spittle, & Watt, 2005). The current study involved general imagery use measures (i.e., Imagery Use Questionnaire items and the Sport Imagery Questionnaire-golf) and verbal report methods (i.e., directed probe and retrospective report measures) in relation to a golf putting task. The first research question was concerned with the degree to which traditional questionnaires predict reported use of imagery from verbal report methods. The second research question was concerned with three areas of imagery use by differently skilled golfers: (a) imagery extent, (b) imagery direction, and (c) imagery function. The third research question examined how imagery use (i.e., extent and direction) is related to task difficulty. In the present study, unskilled golfers (n = 25) and skilled golfers (n = 25) completed three phases, where the aim was to measure imagery use in each phase using a different method: (a) a general imagery use phase, (b) a directed imagery use probe phase, and (c) an immediate retrospective report of recalled thoughts phase. All participants attempted to hole out 3ft (91.4 cm) and 6 ft (182.9 cm) golf putts on an artificial green during the directed probe and retrospective report phases. Imagery Use Questionnaire (IUQ) items used in the general report phase were predictive of imagery extent as measured by both directed probe and retrospective report measures. The Sport Imagery Questionnaire-golf (SIQ-golf, i.e., general report phase) had little predicative ability for imagery function as measured by directed probe. Skilled golfers used more imagery extent than unskilled golfers, regardless of measure used. Both unskilled and skilled golfers used more facilitative imagery than debilitative imagery as measured by directed probe. Both unskilled and skilled golfers used similar amounts of imagery and facilitative imagery for short and long putts. Debilitative imagery use increased from short to long putts for the unskilled golfers, but not the skilled golfers. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2013. / March 25, 2013. / Direction, Function, Golf, Imagery, Skill, Sport / Includes bibliographical references. / David W. Eccles, Professor Directing Dissertation; Gershon Tenenbaum, Professor Co-Directing Dissertation; James Whyte, IV, University Representative; Robert C. Eklund, Committee Member; Jeannine Turner, Committee Member.

Literacy coaching is a sustained form of professional development (PD) for inservice teachers geared towards improving teachers' instructional practices, and by extension, outcomes in student learning. Many researchers have described the standards of expected behavior of coaches, which researchers refer to as coaching roles. In this study, relevant coaching behaviors include solving problems with teachers related to student learning, and using assessment data to monitor student progress and to make instructional decisions. Coaches in my study received training in the Student Focused Coaching (SFC) model and worked to support two similarly effective reading intervention programs, Responsive Reading Intervention and Proactive Beginning Reading. While many researchers have investigated the roles of coaches, few published research studies have investigated how coaches perform those roles discursively (i.e., produced through speaking or writing). Using the theoretical framework of positioning theory, I explored this phenomenon by analyzing discrete elements of discourse known as positions. Whereas roles are static, positions are dynamic, which means that they can alter the course of a conversation by interacting with other discursive elements, namely speech acts and storylines. Further, I investigated how coaches perform their roles discursively in an online environment, where by design asynchronous written communication was almost exclusively the only means of communication between teachers and coaches. Thus, discourse in the form of communicating with teachers was itself an important component of the coaches' professional tasks, in addition to other tasks such as analyzing student assessment data, training teachers to do the same, and developing instructional interventions based on these data. Previous researchers have used a case study design to investigate positioning between a single coach and multiple teachers. This study used a multiple case study design to explore the positioning between coaches (n=3) and teachers (n=14) over a three year period in the online communication interface of a specially designed software called the Virtual Coach (VC). In total, there were 18 coach-teacher dyads. Two of the dyads lacked problem-solving episodes that met the criteria for inclusion in the analysis, so the analysis was limited to 16 dyads. In order to understand how coaches perform the complex tasks of their profession using discourse, I analyzed the transcripts of the interactions using open and a priori coding. The coding process included both open coding and a priori codes based on the theoretical framework of positioning theory. Discursive problem solving between coaches and teachers in the VC involved a combination of positioning, speech acts, and storylines. Coaches used discursive resources to elicit descriptions from teachers through questioning, and occasionally using unique "eyes and ears" positioning statements, where coaches positioned teachers with the responsibility to describe their instruction and students' response to instruction. Such teacher descriptions helped coaches get a picture of teachers and students in lieu of observation. These descriptions also complemented snapshots of student performance and growth captured by assessment data. High-frequency speech acts such as questioning, explaining, and describing also contributed to the different coach and teacher typologies. The three coaches displayed different discursive patterns that contributed to their unique case profiles: enthusiastic, expert and responsive. The enthusiastic coach, Ruth, had higher instances of speech acts such as using positive language and being excited; the teachers with whom she worked also used these speech acts more frequently than other teachers did. The expert coach, Olivia, used the explaining speech act more frequently than other coaches did, and she performed the role of reading expert often by explaining conceptual relationships between student reading skills. The responsive coach, Joanna, showed fewer amounts of the characteristics of the other coaches, but clearly responded to teacher requests and encouraged teachers to participate in the VC. Using performative and accountive positioning, coaches and teachers took turns asking things of one another and reciprocally fulfilling those requests. I discuss implications for practice including training for coaches to build awareness of how they position themselves and teachers during communication. Possibilities exist for future research on positioning between coaches and teachers given recent advances in videoconferencing and remote classroom observation technology. Thus, virtual or computer-mediated coaching will remain a setting for interactions between coaches and teachers, but new technology enables researchers to study either synchronous or asynchronous discourse, and to possible compare these modes of discourse with respect to teacher and/or student outcomes. / 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. / Fall Semester, 2013. / September 11, 2013. / Case study, Discourse analysis, Literacy coaching, Positioning theory, Problem solving, Technology-mediated communication / Includes bibliographical references. / Alysia Roehrig, Professor Directing Thesis; Jeannine Turner, Committee Member; Vanessa Dennen, Committee Member.

Parceling is referred to as a procedure for computing sums or average scores across multiple items. Parcels instead of individual items are then used as indicators of latent factors in the structural equation modeling analysis (Bandalos 2002, 2008; Little et al., 2002; Yang, Nay, & Hoyle, 2010). Item parceling may be applied to alleviate some problems in analysis with missing data (e.g., MCAR, MAR, and MNAR) and/or nonnormal data. No simulation study has been conducted to examine whether using parceling leads to better (at least not worse) results than individual items when there are missing values and nonnormality issues in the dataset. The purpose of this study is to investigate how item parceling behaves under various simulated conditions in structural equation modeling with missing and non-normal distributed data. The design factors of the simulation study included sample size, missingness mechanism, percentage of missingness, degree of nonnormality for individual items, and magnitude of factor loadings. For each condition, 2000 datasets were generated. Each generated dataset was analyzed at both parcel and item levels using full information maximum likelihood estimation method. All analysis models were considered correctly specified. The results of the simulation showed that models based on parcels were less likely to be rejected than those based on individual items. Specifically, parcel analysis tended to result in smaller empirical alpha based on the chi-square test, greater CFI, and smaller RMSEA and SRMR. In addition, Parameter estimates from parcel level analysis performed equally well or slightly better than those from item level analysis in all conditions. In general, parcel level analysis yielded results as good as or better than those from item level analysis under any type of missing mechanisms, different degrees of nonnormality of data, and percentage of missingness. / 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, 2013. / November 1, 2013. / Item Parceling, Missing Data, SEM, Simulation, Structural Equation Modeling / Includes bibliographical references. / Yanyun Yang, Professor Directing Dissertation; Adrian Barbu, University Representative; Betsy Becker, Committee Member; Russell Almond, Committee Member.

Graduating high-school students with disabilities are making the decision to pursue a post-secondary education in greater numbers. While many students with disabilities self-identify at enrollment as having a disability and thereby qualify for instructional accommodations, few of them request accommodations to assist with meeting course requirements and assignments. Several approaches and models have been used to try to identify the factors that influence these students' decisions to seek accommodations. Few of these studies have used a theoretical framework including a multidimensional approach that encompasses individual, social, situational, and environmental factors. The present study delved into instructional accommodations by testing the influence of attitudes, subjective norms, perceived control, and behavioral intentions on the requests for accommodations made by students with disabilities at a two-year and a four-year post-secondary institution. The study used the theory of planned behavior (Ajzen, 1989, 1991, 2006; Ajzen & Fishbein, 1973, 1973, 1980, 2005) to examine the relationships among attitude toward behavior, subjective norms, perceived control, behavioral intentions, and requests for accommodations. The study also examined the influence of a student's psychosocial adjustment to disability by including acceptance of disability as a variable whose relation to accommodation behavior and other variables were studied. The study design afforded the examination of the direct and indirect effects of exogenous variables on endogenous variables. The theory of planned behavior provides the ability to expand the model with future research by examining the influence of other variables. / 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, 2013. / October 23, 2013. / Accommodations, Disabilities, Theory of Planned Behavior / Includes bibliographical references. / Deborah J. Ebener, Professor Directing Dissertation; Mary Frances Hanline, University Representative; Yanyun Yang, Committee Member; Debra Osborn, Committee Member.

Zero Tolerance (ZT) policies were popularized in America's school systems after a series of school shootings in the 1990s. The original purpose of ZT was to deter violence and weapon presence in the schools by enacting harsh punishments for those who violated the policy. The general public influenced schools to increase security in an effort to keep students safe (Kafka, 2011; McAndrews, 2001) which thus led to the school resource officer (SRO) as a regular addition to school staff. While research suggests mixed results (insignificant to moderate effects) of ZT policies on students bringing weapons to school, there does not appear any evidence that ZT is effective in reducing school violence or increasing school safety. SROs and Administrators are responsible for effectively and properly implementing ZT legislation in the school system, as they are the final decision-makers regarding the consequences of a student's infraction. Therefore, the two groups must collaborate if the policy is to be successfully implemented and, thus, share congruent perceptions regarding ZT and its effectiveness. Incongruent beliefs about ZT effectiveness could ultimately impact collaboration among the two groups, which could thus negatively impact the fidelity of ZT implementation. Researchers have explored perceptions of ZT among SROs and Administrators independently; however, there is a gap in the literature in terms of the specific differences of ZT perceptions between the two groups. Therefore, the purpose of this research study was to explore whether perceptions of ZT among Florida SROs and Administrators differ, especially with regard to the effectiveness of ZT policies in Florida's schools. This study also explored perceptions of Florida's newest ZT law, SB1540. The research questions and hypotheses of this study were as follows: Research Question 1: Are there differences in the perception of ZT policies among Florida Administrators and SROs? Hypothesis 1a: Florida Administrators and SROs will have different perceptions about the overall effectiveness of ZT. Hypothesis 1b: Florida Administrators and SROs will have different perceptions about the purpose of ZT. Hypothesis 1c: Florida Administrators and SROs will have different perceptions about the effectiveness of ZT on student conduct. Hypothesis 1d: Florida Administrators and SROs will have different perceptions about the effectiveness of ZT on school safety. Hypothesis 1e: Florida Administrators and SROs will have different perceptions about staff implementation of ZT policies. Research Question 2: Are there differences in the perception of effectiveness of recent ZT policy legislation (specifically Florida SB1540, 2009) among Florida Administrators and SROs? Hypothesis 2a: Florida Administrators and SROs will have different perceptions about the overall effectiveness of SB1540. Hypothesis 2b: Florida Administrators and SROs will have different perceptions about how SB1540 impacted the number of suspensions at their school. Hypothesis 2c: Florida Administrators and SROs will have different perceptions about how SB1540 impacted the number of expulsions at their school. Hypothesis 2d: Florida school Administrators and SROs will have different perceptions about how SB1540 impacted the number of juvenile justice referrals at their school. Hypothesis 2e: Florida school Administrators and SROs will have different perceptions about how SB1540 impacted student conduct at their school. Hypothesis 2f: Florida Administrators and SROs will have different perceptions about staff implementation of SB1540. The hypotheses were tested by a series of MANOVA and chi-square analyses, which indicated that Florida school Administrators and SROs do not have statistically different perceptions regarding the overall effectiveness of ZT and SB1540. In addition, the two groups did not have significantly different perceptions regarding the purpose of ZT or effectiveness of ZT on student conduct and school safety. Significant findings revealed different perceptions regarding staff implementation of ZT and SB1540 policies. Lastly, results indicated that SROs and Administrators had statistically different perceptions regarding the impact of SB1540 on the number of suspensions, expulsions, juvenile justice referrals, and student conduct in their school. The findings related to ZT effectiveness are consistent with public perception, which is in contrast with empirical research on the subject. However, the results regarding differences in perceptions regarding staff implementation of the policies remain consistent with the literature in regards to opinions of the SRO's role and effectiveness of SRO programs (Johnson, 1999; NASRO, 2001). It is important that the two groups collaborate and develop a strong partnership in order for the policies to be implemented as intended, as incongruence and lack of partnership could lead to conflict among the two groups (Atkinson, 2002). / 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, 2013. / October 14, 2013. / School Administrators, School Resource Officers, Zero Tolerance / Includes bibliographical references. / Angela Canto, Professor Directing Dissertation; William Doerner, University Representative; Frances Prevatt, Committee Member; Jeannine Turner, Committee Member.