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<p>This dissertation investigated an affective curriculum intervention’s effectiveness in resolving</p><p>underachievement. The intervention was first implemented at a summer program with 20 students</p><p>and four camp counselors. Inductive analysis of qualitative data indicated that most participants</p><p>had positive perceptions of the model. Descriptive analyses indicated the intervention had small,</p><p>positive effects on students’ academic self-perceptions (MD = 0.122, SD = 0.621, d = 0.196) and</p><p>attitudes toward teachers (MD = 0.139, SD = 0.848, d = 0.164) were found. There was no change</p><p>in attitudes toward school (MD = 0.080, SD = 1.327, d = 0.060) and goal valuation (MD = 0, SD =</p><p>0.721, d = 0) and a moderate, negative effect on self-regulation (MD = -0.620, SD = 1.346, d = -</p><p>0.460). The intervention was then implemented in a middle school with one 12-year old girl who</p><p>was gifted and underachieving. An explanatory mixed methods design, combining a single-case</p><p>A-B design, an interrupted time series simulation, and inductive analysis, was used. The model</p><p>was perceived as useful, mainly in increasing self-perceptions. Results showed a significant</p><p>increase in behavioral engagement (d = 1.224, p <.001) and improved achievement (SMD = 1.28).</p><p>Academic self-perception (MD = 0.57) and attitudes toward school (MD = 1.00) improved,</p><p>attitudes toward teachers showed no change, and goal valuation (MD = -0.67) and self-regulation</p><p>(MD = -0.40) decreased. These two studies provide preliminary evidence for the effectiveness of</p><p>the intervention.</p>

Background: The trajectory of recovery after sepsis varies. Survivors may have considerable ongoing limitations, requiring a caregiver for a prolonged period. Objectives: To learn about experiences, quality of life, coping, resilience, and social support of caregiver caring for survivors of sepsis. Methods: We conducted a convergent mixed-methods study, recruiting informal caregivers of patients who had survived sepsis in the past year and were readmitted to the intensive care unit with sepsis. Individual face-to-face, semistructured interviews and validated surveys on quality of life, coping, caregiver burden, resilience, and social support were administered to caregivers. Interview transcripts were analyzed using content analysis. Surveys were scored and summarized using descriptive statistics. Results: Caregivers were primarily middle-aged, White, and female. Half were spouses of their care recipient. Caregivers reported some deficits in mobility, pain, and anxiety/depression. Coping styles varied, with engaged coping being more prevalent. Most caregivers reported mild to moderate burden, all reported either normal or high resilience levels, and types of social support were similar. However, interviews and survey findings were not always consistent. Major themes that emerged from the analysis included (1) advocating for and protecting their loved one, (2) coping with caregiving, (3) uncertain future, (4) rewards of caregiving, and (5) need to optimize communication with family. Discussion: Caregivers of sepsis survivors are protective of their care recipient and use a variety of strategies to advocate for their loved one and to cope with the uncertainty involved in a new intensive care unit admission. More advocacy and support are needed for this population.

Thesis advisor: Erika Sabbath / As college degrees become increasingly standard expectations for middle-to-high wage positions in the workforce, growing numbers of children and parents in the United States are accruing and repaying loans for postsecondary education. At the same time, the United States is witnessing unprecedented rates of longevity and a subsequent need for more intentional financial planning for retirement that starts earlier in life. The goal of this three-paper dissertation is to explore how student loans are experienced within families and discover the ways in which borrowers of different ages perceive and prioritize retirement and longevity-planning in light of their student loans. Utilizing qualitative and quantitative data collected through a concurrent triangulation mixed methods study design, the first two papers explored how student loan borrowers make, negotiate, and experience student loans within their family of origin. Paper 1 focused on the family context of borrowers repaying loans for their own education, and Paper 2 focused on the family context of borrowers repaying loans for a child or grandchildren education, several of whom were also repaying additional loans for their own educational expenses. Ultimately, the ways in which families communicated about student loans during repayment played at least a partial role in how they experienced the loans as part of their overall family dynamics. Shifting from a focus on family dynamics to longevity planning, Paper 3 focused on ways in which borrowers perceive and plan for longevity in light of the loans they carry for themselves and/or family members. Results suggest that planning for future financial security for oneself and/or family members may be less achievable with the presence of student loan debt. The main contribution of this dissertation is its attempt to understand the ways in which borrowers experience student loans in family systems and longevity planning contexts. This dissertation has also highlighted gaps in knowledge that policymakers, practitioners, and scholars can begin to address with current and potential student loan borrowers. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

Previous research has demonstrated that students in university honors programs may be distinct from their non-honors counterparts. To further examine these differences and the overall experiences of honors students, this thesis utilized a Study 1/Study 2 mixed methodology design to examine the experiences of honors students within East Tennessee State University’s University Honors Scholars program. Study One quantitatively examined the differences between honors and non-honors students’ levels of perfectionism, imposter syndrome, and academic and social competitiveness. Findings from Study One inspired Study Two, which qualitatively examined honors students’ experiences with perfectionism, uncovering the sources and effects of their perfectionistic behaviors. Combined, these findings indicate that not only do honors students experience higher levels of perfectionism than non-honors students, likely stemming from the expectations and standards held by the honors program, but also that their perfectionistic behaviors are overall maladaptive and are used to avoid failure rather than in the pursuit of success.

archives@tulane.edu / In response to extant literature on college students’ sense of belonging that analyzes the concept as a relatively siloed phenomenon, this study offers a mixed methods exploratory analysis of college students’ sense of belonging that examines multiple domains of college life simultaneously. Quantitative results reveal that students fall within three classes of sense of belonging – Low, Medium, High – and that sense of belonging to a campus organization is least impactful on the classes whereas sense of belonging to a friend group is most impactful. Key factors impact a students’ probability of being in a particular class of sense of belonging: Students from racial and ethnic minority backgrounds as well as non-Honors students are most likely to experience a low sense of belonging, and students from relatively high socioeconomic statuses are least likely to experience a low sense of belonging. Qualitative results analyze students’ definitions of sense of belonging and unpack aspects of the quantitative results. First, students’ definitions reveal four categories of sense of belonging: Self-Centrics, Co-Creators, Seekers, and Conformists. Second, campus organizations offer a framework by which students meet friends, and the importance of this structure goes largely unnoticed by students. On the contrary, students highlight the importance of sense of belonging to a friend group as instrumental to developing sense of belonging in other domains. Third, the theme of exclusion operates as a foil to the similarity that informs interviewees’ sense of belonging. Exclusion refers to perceptions that one is an insider or outsider, and a key component of exclusion is the degree to which students have agency in their experiences of exclusion. Fourth, Gateways of Belonging and Conduits of Belonging offer a means by which students strengthen sense of belonging in various domains. Gateways of Belonging refer to frameworks that bring together students around shared experience or purpose. Conduits of Belonging refer to specific roles that people fill in such a way that they model what sense of belonging can look like in a specific domain. Keywords: College students’ sense of belonging; mixed methods; latent class analysis; semi-structured interviews; Gateways of Belonging; Conduits of Belonging / 1 / Robert Alexander Ellison

Researchers use the policy Delphi method to explore a complex topic with little historical context that requires expert opinion to fully understand underlying issues. The benefit of this research technique is the use of experts who have more timely information than can be gleamed from extant literature. Additionally, those experts place researchers in a specific moment, thus increasing the possibility of capturing change over time. One limitation of the policy Delphi is the difficulty in developing an accurate initial questionnaire to start the process. The purpose of this article is to identify benefits and limitations of this research method.

The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups and international diversity contributes to a student's intent to complete his or her graduate degree. This exploratory mixed methods research was conducted in three phases: (1) an ethnographic study of selected research groups in two engineering graduate departments, (2) development of a survey for students in graduate engineering students, and (3) administering the survey to graduate engineering students in research groups to verify the findings. In order to address the project aims, three smaller studies were initiated that address individual elements of graduate education, including: learning in research groups and international diversity, and retention in graduate engineering programs. The focus of the first study was to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning, as well as several elements common across research groups from different universities and academic departments, including: power distance and communication, access to resources, and role of the advisor. During the (second) integration phase of this mixed methods study, the nine months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including: the role of international diversity, research group organization and climate, student self efficacy, and individual and group learning experiences. Final retention themes from the ethnographic analysis are presented along with a discussion of how these data were configured into instrument questions. A discussion of the final instrument is presented, including validity and reliability analysis, and how the final questions were integrated into themes to test hypotheses for future studies. This chapter also presents implications for mixed methods researchers interested in using qualitative methods to create new instruments. In the third and final stage of the research study, the survey developed in the second phase of the research study was administered to four universities across the United States. Data analysis focused on better understanding the differences in retention constructs by student nationality. Results from more than 600 engineering PhD students from 6 international regions enrolled in U.S. engineering graduate programs were examined to characterize demographic differences in participant responses for intention to complete the degree. Six constructs were found to be significant in predicting students' responses regarding their intention to complete their degree, including: expectations, climate, organization, project ownership, perception of value, and individual preferences. Taken together these constructs were able to explain 28 percent of the variation in student responses. Additionally, all six constructs showed significant differences with respect to a respondent's country or region or origin. These results are discussed in light of the implications for faculty members advising similarly diverse groups of students. In combination, these three studies represent a sequential exploratory mixed methods approach in which ethnographically guided observations and interviews were integrated into a quantitative instrument. Results of this study can be used to inform the organization and management of internationally diverse research groups to foster student development and ultimately increase retention. / Ph. D.

The purpose of this study was to explore the types and patterns of occupational therapy services implemented with clients who are cancer survivors, which utilized a mixed methods approach, specifically an explanatory sequential design. The Occupational Therapy Practice Inventory (OTPI) was used to gather information regarding the type and patterns of occupational therapy services provided for clients receiving oncology care. The results of the OTPI were analyzed and used to further develop semi-structured questions for exploring the perspectives of occupational therapy practitioners who practice in the area of oncology in the United States. The data were analyzed to generate a portrayal of occupational therapy practice in oncology settings and examine factors that may be predictors for certain practice approaches. Frequency data indicated that interventions related to activities of daily living were performed most frequently. Phi coefficient indicated strong positive relationships with multiple components of the OTPI. Analysis of the qualitative results were completed by following the principles of grounded theory The data yielded one central phenomenon identified as wanting to provide the best care. Providing the best care was influenced by internal aspects and the external aspects of therapist. The integration of both qualitative and quantitative data supported the findings that interventions, most specifically activities of daily, were the most frequently indicated and discussed services provided by occupational therapy practitioners for cancer survivors in the Northeast, Midwest, and South. The practice of client-centered care and an occupation-based intervention strategy across the continuum of care for individuals who are cancer survivors was supported by the results.

The purpose of this exploratory sequential mixed methods study was to explore organizational contextual factors important to successful interprofessional collaboration (IPC) among primary care teams. In Phase 1, a single embedded case study design was utilized to understand how primary care teams describe IPC, the organizational contextual factors identified as most important to successful IPC, and differences in context between teams. In Phase 2, a quantitative survey was administered to primary care team members at 10 organizations to objectively measure the relationship between contextual factors identified in Phase 1 and IPC. In Phase 1, primary care team members generally described IPC positively with notable challenges to consistently collaborating as a team. Teams varied in terms of their team structure, physical layout of the practice, and organizational hierarchy of the practice. Organizational contextual factors that were deemed most important included team structure and resources, including staff, time, and communication tools; supportive, patient-centered culture, including team member support and expectations for IPC as the way to provide the best care to patients; leadership, including organizational leadership support and provider leadership; and organizational structure and resources, including status as a federally qualified health center (FQHC) and academic facility. In Phase 2, a strong, positive relationship was found between IPC and team member support and provider leadership. A moderate, positive relationship was found between IPC and team resources, clan culture, and perceived organizational support. A weak, positive relationship was found between IPC and patient-centered values. No statistically significant relationship was found between IPC and status as a FQHC or presence of a physician residency program. The findings support the importance of organizational context for IPC and suggest that organizational culture and leadership hold particular importance for IPC success.