This study investigates an application of hypnotic audiotapes to a specific group of college freshmen. Hypnotherapy is recognized as a viable adjunct to counseling, and it is known that hypnosis is possible via audiotapes. The study examines the use of hypnotic audiotapes designed to affect study habits and attitudes.

D.Ed. (Educational Psychology) / Please refer to full text to view abstract

In case studies of six college freshmen of average English ability, as determined by ACT scores, the researcher explored the connections between teacher-student writing conferences and students' subsequent revisions. The following question guided this study: How does the teacher-student conference conversation relate to students' subsequent revisions? Three principles drawn from the review of literature also guided the study: 1) writing conferences can be used as a mid-composing intervention, 2) the purpose of such intervention is to guide student revision of a specific draft as well as instruct in general revision strategies, and 3) a study of student changes on drafts can provide information about the effectiveness of a previous conference. The data were gathered from holistic scoring of the students' drafts, videotapes of each student's four conferences, two-level coding of the students' drafts and the students' conference transcriptions, interviews with the students, questionnaires about attitudes toward revision and conferences, the teacher-researcher's observations, writing self-analyses by the students, and the students' autobiographies as writers. Holistic scoring of first and last drafts written during the study rated drafts after conferences at a higher level, but no meaningful long-term improvement was established. The results of the study indicate that, although students continued to revise in the patterns to which they were accustomed, the topics covered in the conference strongly influenced their revision strategies: the students made more frequent content-level changes after conferences. The topics covered in the conference also influenced their future composing strategies on first drafts. Following the conferences, the students in this study made fewer changes at the word and phrase level and more changes at the sentence, theme, and correctness levels. The results also indicate that the non-directive conference provides for individual writing needs.

Students who exercise a deep approach to learning connect classroom content to real-life experiences. To help first-year students develop a deep approach to learning, Brigham Young University offers a program called Freshman Academy. Participants join a "learning community" based on their intended major. As part of this learning community, participants take recommended first-year courses together and engage in service-learning and problem-solving activities. The purpose of this quantitative study was to explore changes in learning approach that followed participation in a Freshman Academy learning community for prospective elementary education majors. These changes were explored through a survey that asked students how they prioritized certain goals related to learning before and after participation. Significant findings of difference were found in post-test survey scores, indicating a marked change in learning approach at the end of Freshman Academy participation.

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This study looked at First Time in College (FTIC) students’ overall college adjustment and whether modality of instruction during students’ senior year of high school relates to subsequent college adjustment. Those high school seniors who completed the entire year virtually experienced greater social isolation and restrictions that may have further limited navigation of developmental tasks and experiences that prepare students for college. Due to the novelty of the COVID-19 pandemic, this is the first cohort where such a marked split in high school experiences could impact future college adjustment. College students (N=294) attending a large public university completed the College Adjustment Test (Pennebaker, 1990), Rosenberg Self-Esteem Scale (Rosenberg, 1965), and COVID-19 Fear Scale (Ahorsu et. al, 2020). The results of this study may increase awareness of how students from the high school graduating class of 2021 are adjusting to college during these unprecedented times, and help to identify if a particular type of high school senior year experience presents greater risk in relation to subsequent college adjustment. The results of this study may inform institutions of higher education on what can be done to facilitate the college adjustment of this unique cohort of FTIC students.

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