<p> Proficiency in language arts and communication skills is essential to success in the global workforce. Most states assess students in language arts literacy (LAL) through standardized tests that assess a student's ability to read, interpret literature, and write expressively. Although educational reformers strive to improve the foundations that prepare students in literacy, reforms have not fully incorporated the theory of emotional intelligence (EI), which explains a student's ability to use, understand, perceive, and manage their emotions in order to think critically, make decisions, and solve problems. Although it is not known whether EI directly correlates to literacy, emotional skills are an integral part of literacy, linguistics, and overall cognition. The purpose of this quantitative study was to determine whether a correlation existed between EIQ (measured by the Mayer, Salovey, and Caruso Emotional Intelligence Test), and LAL (measured by the High School Proficiency Assessment) in literacy, for secondary students. The multiple regression model included 2 control variables: gender and grade point average. The findings of the primary analysis demonstrated positive correlations between EIQ and LAL scores. Upon further analysis, the relationship between EIQ and LAL remained positively significant in the regression model. Emotional intelligence, and associated improved literacy skills, may positively influence social change by helping secondary students to develop a broader repertoire of skills necessary for communication and problem solving later in life.</p>

<p> This study examined secondary data that originated from Kaiser Permanente's Multidimensional Chronic Pain Treatment Program and focuses on <b>&rdquo;primary social support&rdquo;</b> and its significance in predicting chronic pain outcomes. <b>Primary social support</b> refers to the support derived from the one person whom the participant feels is his/her main supporter (i.e., a spouse, friend, neighbor, etc.). This study divides <b>primary social support</b> into four subcategories: general social support (PreSS), emotional support (PreEM), instrumental support (PreIN), and <b>negative reactions</b> (PreNeg). The hypotheses in this study predict that each <b>social support subcategory</b> can predict post-treatment pain severity (PostPain). Four hundred twenty five participants from four Kaiser Permanente hospitals participated in a <b></b>Multidimensional Chronic Pain Treatment Program<b></b>. Of the 425 participants, the scores of 196 participants with moderate to severe pain and impairment were eligible for data analysis. The treatment program consisted of a 10-week, 2.5 to 3-hour structured group intervention, with the goal of improving functioning, activity levels, coping skills, and overall emotional well-being (Bertagnolli, 2001). The participants completed the <b>West Haven Yale Multidimensional Pain Inventory (WHY-MPI)</b> at both the start and end of treatment. Through hierarchical linear regression analyses, <b>negative reactions</b> were found to significantly predict an increase of post-treatment pain scores. Meanwhile, general social support, emotional support and instrumental support were not significant in predicting post-treatment pain scores. These findings may guide future research of social support within a <b>Multidimensional Chronic Pain Treatment Program</b>.</p>

<p> The need related behavioral dynamics that are revealed in self-determination and academic motivation research control factors which pinpoint and examine settings that facilitate self-motivation and well-being. This study examined differences in motivational and self-determination behaviors among three ethnic groups of Nigerian university students using a sample of students attending the University of Ibadan. The research continues the dialogue of the role of ethnicity in the motivational and self-determination behaviors by focusing on Nigerian students. Lastly, the study expands the current literature on motivation and self-determination by adding a study focusing on Nigerian students. Twenty-one hypotheses were tested to answer five research questions in the study. The research questions addressed whether significant statistical differences existed in academic motivation scores of Nigerian students based on their ethnicities or whether the parents' level of education affected the students' motivation, or self-determination. The questions also explored any statistical differences in self-determination of students based on their ethnicities or if there were differences between self-determination and gender, scholarship status, or number of children. Lastly, the questions addressed if there were differences in the type of prerequisites for entry to University of Ibadan. There were no statistically significant differences in means of the three broad types of academic motivation and perceived choice scores on the SDS based on ethnicity, parents' level of education, gender, scholarship status, number of children each participant had, and the kind of entry examinations that were taken. There were statistically significant differences in the mean of awareness of self scores based on parents' level of education and scholarship status. There was also a statistically significant difference in the mean perceived choice scores on the SDS based on the number of children each participant had. There were no statistically significant differences based on students' prerequisites.</p>

<p> This non-experimental quantitative study investigated the relationship between supervisory style, satisfaction with supervision, and the level of self-efficacy reported by the study participants. The study was based on counselor supervision theories found in the literature. The study investigated whether there was a difference between traditional and non-traditional students' perceived satisfaction with supervision and their level of reported self-efficacy. The Supervisory Style Inventory (SSI), The Satisfaction Questionnaire (SSQ), and Counseling Self-Estimate Inventory (COSE) were the instruments used in this study. The study sample consisted of 72 female doctoral level graduate students who were completing, and post-doc fellows, who had previously completed, their internship training and clinical supervision at various Association of Psychology Postdoctoral &amp; Internship Center training sites in the United States. Correlational and regression analysis was used to investigate the questions and hypotheses one, two and three. Research question four used an Independent Sample <i>t</i> Test to test the difference between the variables. The results showed that there was not a significant correlation between supervisory style and satisfaction with supervision. However, there was a significant correlation between supervisory style, and level of self-efficacy reported by participants. Additional findings showed that there was not a significant correlation among traditional and non-traditional students' perceived satisfaction with supervision and level(s) of reported self-efficacy. Lastly, the research concluded that satisfaction with supervision and the level of self-efficacy reported by the study's participants, did have a significant relationship for both groups when comparing the traditional and non-traditional students who participated in this study.</p>

<p>ABSTRACT Autism is a complex brain-based developmental disability with unknown etiology. It involves disturbances or delays in communication, social interaction, and play, as well as behavioral abnormalities including; obsessive, ritualistic, rigid, and/or stereotyped behavior. The disorder affects 1 in 68 individuals nationwide. Applied Behavior Analysis (ABA) is recognized by the medical community as the best practice approach to treating autism. Early, intensive, ABA treatment has been attributed to the widespread opinion that autism is now a treatable condition. The effectiveness of ABA, combined with the increasing incidence of autism, has resulted in a high demand for well-trained professionals who are able to effectively work with individuals with this diagnosis. Training programs are not producing ABA trained personnel at a rate that can meet the demand for services. Given the efficiencies which may be realized with online instruction, this study examined a blended approach to training staff by combining online professional training modules with classroom and field based instruction. The purpose of this quantitative study was to evaluate the efficacy of online instruction in ABA training models. A repeated measures design with the use of a control group was used to evaluate online instruction and compare its efficacy to that of live lecture or classroom based instruction. Results revealed a statistically significant difference in the level of training content learned and retained between the online group and the live lecture group. These results seem to suggest that something other than chance resulted in the online group scoring significantly higher than members in the live lecture group and that the online mode of instruction may have some merits that can be of value to address the demand for highly trained professionals to work in the autism field.

<p> Ninety-five percent of college students procrastinate (O'Brien, 2002), often leading to poor grades (van Eerde, 2003) and anxiety (Rothblum, Solomon, &amp; Murakami, 1986). People seek to avoid aversive stimuli, therefore the more aversive a situation, the more one will avoid (Steel, 2007). This includes avoidance of a task or situation, and experiences associated with that task. Rather than changing ineffective behavior, many suppress or avoid negative experiences, often resulting in ineffective functioning (Hayes, Luoma, Bond, Masuda, &amp; Lillis, 2006). This process, experiential avoidance, is at the core of the psychological flexibility model and is linked to psychopathology (Hayes &amp; Gifford, 1997). Given that procrastination is an avoidant behavior, applying this model can be a useful treatment method. The current study examines the impact of a flexibility-based intervention on procrastination with college students using both EMA and questionnaire assessments. As predicted, results indicated a significant relationship between procrastination and psychological inflexibility. Following an ACT intervention, procrastination decreased, while committed action significantly increased. Moderation analyses did not indicate psychological flexibility as affecting the strength of procrastination over time. Implications for future procrastination studies using EMA are discussed. </p>

<p> In order to remain effective in an increasingly digital workplace, many organizations have shifted towards the automatic and electronic collection of employee performance data. For example, employees completing computer-based training may be monitored to collect objective performance information for either developmental or administrative purposes. Though this allows for more objective employee feedback and evaluation, little remains known about the effect of pervasive electronic monitoring on key self-regulatory processes which underlie learning. This study was designed with this gap in mind and explores the relationship between electronic monitoring type (developmental or administrative), goals, and feedback perceptions, feedback usage, and learning. In order to understand this relationship, the current study extends classical theories of performance management and self-regulation to supplement emerging research on electronic monitoring. Results of this experiment suggest that monitoring purpose does not have a strong impact on state goals. Monitoring purpose, however, may affect feedback perceptions. Using the results of this study, evidence-based recommendations can be made for the theoretical understanding and practical of monitored training.</p>

<p>The application of teacher consultation to improve reading comprehension outcomes for Deaf and Hard of Hearing (DHH) students in a high school setting was investigated. Due to the low-incidence nature of the disability, a multiple baseline study was implemented to monitor DHH students' responses to the interventions teachers generated from teacher consultation sessions. The AIMSweb MAZE measures were used to inform teacher consultation sessions by documenting changes in DHH student performance within the area of comprehension. A visual analysis of DHH students' progress monitoring data prior to and during intervention implementation suggested that teacher consultation led to improved comprehension outcomes due to a positive intervention effect among three DHH students and one teacher of the Deaf. Teachers reported that the use of progress monitoring was beneficial because it allowed them to adapt their instructional delivery based on what their DHH students needed. </p>

<p> The primary purpose of this study was to determine if effective university police officers differ from less effective university officers based on their perceptions/dispositions according to perceptual psychology theory. By establishing that effective university police officers possess specific dispositions, strategies can be developed to identify these dispositions in police officer candidates during the hiring process and to continue supporting their dispositional growth afterwards. This could potentially lead to the hiring of effective university police officers who are more likely to become engaged in the university community and ultimately improve organizational effectiveness. Effective university police officers typically approach their duties with the same philosophy as effective educators, social workers, or coaches would approach their work. Four dimensions associated with officer effectiveness were studied: perceptions of self as identified, perceptions of others as able, perceptions of purpose as larger, and a frame of reference as people-oriented.</p>

<p> Increased competitive and regulatory pressures are requiring American universities to find new and innovative models to improve student academic success and college value. Previous research has noted that the introduction of mobile or tablet-based devices into education pedagogies can support learning activities if implemented effectively. This study provides an empirical analysis on the relationship between instructor iPad adoption in classroom learning activities and instructor perceived improvement in student retention rates. An adapted version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model was used as the theoretical model to assess this relationship along with regression analysis to estimate the variance. Overall, the findings validate the application of the UTAUT model towards instructor adoption of iPad technologies in classroom learning activities, and support the supposition that instructors who more readily adopt the use of iPads technologies in their classroom activities also perceive that student retention outcomes can improve by doing so. Social influence and performance expectancy were determined to be the largest factors influencing instructor adoption. Furthermore, the personality traits of versatility, creativity and emotional control were found to have no bearing on the relationship between instructor technology adoption and perceived improvement to student retention. Recommendations for further research included: (a) extending this study to other educational institutions, (b) exploring the relationship between instructor adoption of iPad technology and actual, as opposed to perceived, student retention outcomes, and (c) adapting the theoretical framework used in this study to include perceived student retention as a predictor of intent to adopt.</p>