Thesis (Psy.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 66-02, Section: B, page: 1184. Chair: Judith Kaufman. Available also in print.

<p> This qualitative study contributes to the very limited body of literature available on the identity development of undocumented students. Specifically, this study focused on the experiences and identity development of Latina/o undocumented students enrolled in California community colleges. From the voices of 21 students, a three-position identity development framework emerged: (a) discovering difference, (b) making meaning of difference, and (c) coming to terms with being undocumented. The identity development process for Latina/o undocumented students is one that is directly linked to the degree of inclusion and acceptance that is present in their environment. A political context was evident in all three of the positions demonstrating that there is a larger policy context that is important in the identity development of this student population. Recommendations for practice and policy are offered. </p>

<p> The purpose of this study was to determine differences in satisfaction of public university Resident Assistants (RAs) with regard to several job satisfaction factors identified on the Resident Assistant Satisfaction Survey (RASS), specifically as compared to Casey&rsquo;s (2009) normative sample of RAs in privatized university housing. The RASS outlined eight Employment Aspect Factors and three Criterion Factors to determine RA job satisfaction. This study also determined if there were differences in job satisfaction for public university RAs based on gender, racial ethnic identification, or academic class standing. Resident Assistants from three Research I Florida institutions in the United States completed the RASS. There has been very little research identifying the factors influencing job satisfaction of paraprofessional RAs, specifically at Florida public institutions of higher education and as compared to a privatized university housing company. Experiencing dissatisfaction with the job can negatively affect a Resident Assistant as both staff and student. In turn, it can lead to an overall poor job performance, which could be detrimental to students living in the residence halls. This study added to the current body of research and ascertained ways in which the RA position could be improved based on identified differences and determinants of student staff satisfaction. The results that were compiled and presented demonstrate a significant difference in satisfaction on the factors of supervisor, institution, pay, facilities, intended tenure and non-involvement between public university housing RAs and privatized housing company RAs. A significant difference was also found in job satisfaction for gender in regards to promotions, but no significant differences were found based on racial ethnic identification. A significant difference was found in job satisfaction for academic class standing in regards to pay, general affect, and non-involvement. The significance and recommendations for higher education practitioners was discussed. Implications and recommendations for future research were also suggested, which included improvements in job training, recognition initiatives, staff development, and other housing aspects. </p>

<p> There is a gap in research regarding examination of the relationship between burnout in special education school support staff members and their perception of locus of control (LOC) in their work environment. The purpose of this concurrent nested mixed methods study is to determine if there is a relationship between burnout and locus of control in professional school support staff (PSSS) working with special education students, by analyzing survey responses of a sample consisting of 86 PSSS in the northeastern United States. This study elicits data for quantitative analysis with Maslach Burnout Inventory and Rotter&rsquo;s Internal-External LOC Scale utilizing Pearson&rsquo;s Correlation and multiple regression analyses. The survey contains a contextual qualitative portion consisting of 10 open-ended question sets for thematic analysis. </p><p> The findings showed that increased internal locus of control is associated with decreased burnout in the subscales of emotional exhaustion and depersonalization. Notably, findings showed that increased internal LOC is associated with greater burnout in the subscale of reduced personal accomplishment. Recommendations for future research were made to conduct additional quantitative and qualitative research studies that explore the lived experiences of PSSS in special education, as well as to explore the usefulness of Dialectical Behavior Therapy (DBT) and Mindfulness as possible therapeutic approaches to counteract the effects of burnout.</p><p>

<p> This study examined the relationship of the scores on the Practice Exam &amp; Assessment Tool (PEAT) to the scaled scores on the National Physical Therapy Examination (NPTE). A correlation analysis examined the relationship of the exam scores from three cohorts of Doctor of Physical Therapy (DPT) students on the PEAT and NPTE. This study sought to determine if the performance on the PEAT was a predictor of first-time pass rate on the NPTE. It was expected that PEAT scores would have a positive correlation to the NPTE scores. The results indicated a moderate to strong correlation between overall PEAT scores as well as subtest scores with the NPTE. In addition, students that passed the PEAT were highly likely to pass the NPTE on the first attempt. Not only did students that passed the PEAT go on to pass the NPTE, but a significantly high number of those students who failed the PEAT (60.7%) were found to have gone on to pass the NPTE on the first attempt as well. The multiple regression formula was found to be highly significant with the overall PEAT score and the four subtest scores in predicting performance on the NPTE. In the equation, Evaluation and Examination carried the most weight with respect to the prediction of the NPTE scaled score. This formula can be used to predict overall NPTE scores based on PEAT scores as well as to demonstrate the areas of needed remediation. The results obtained from this study will be useful in better preparing future graduates for successful performance on the NPTE. Students, who do not pass the PEAT, will be remediated, particularly in the areas of Evaluation and Examination, in order to be adequately prepared for the NPTE. </p><p>

<p> The purpose of this quantitative, correlational research was to assess the relationship between academic motivation and sport motivation among NCAA Division I student athletes enrolled at colleges and universities in the southern and western regions of the United States. The theoretical foundation was based on the Self-Determination Theory. The Self-Determination Theory includes three specific types of motivation: intrinsic, extrinsic, and amotivation. The study was comprised of three research questions, which were designed to determine the relationship between academic and sport intrinsic motivation, extrinsic motivation, and amotivation among NCAA Division I student athletes. The research was undertaken at two public higher education institutions in the southern and western portions of the United States. The sample for the study included 91 NCAA Division I student-athletes. The analysis involved nonparametric Spearman&rsquo;s correlations. The findings indicated a statistically significant relationship between academic and sport intrinsic motivation among NCAA Division I student-athletes (<i>r_p</i> = 0.210, <i>p</i> = 0.046). The findings indicated no statistically significant relationships between academic and sport extrinsic motivation (<i>r_p</i> = 0.126, <i> p</i> > 0.05) and between academic and sport amotivation among student-athletes (<i>r_p</i> = 0.091, <i>p</i> > 0.05). The results justify further research on student-athlete motivation. </p><p>

Employing a mixed methods research design, in which both quantitative and qualitative research approaches were used, the research in this thesis has explored the feasibility for the development and implementation of school-based sex and relationships education (SRE) in Tanzania by (a) assessing the attitudes of parents, teachers and students towards the provision of SRE in schools and (b) analysing national school policy and curriculum frameworks with a view to identifying the status and place of SRE in the national school curriculum. The results show that a majority of parents (more than 70%), teachers (more than 90%) and students (more than 80%) supported the provision of SRE in schools and, despite resistance to a few controversial topics, the inclusion of a wide range of SRE topics in a school-based SRE curriculum. These results suggest that, contrary to popular belief that, particularly among policy makers, parents and other stakeholders are opposed to the provision of SRE in schools, it is not the opposition itself, but the unfounded fear of opposition that has thwarted the provision of school-based SRE in Tanzania. The results of the content analysis of the national school curriculum revealed a limited and somewhat disorganised representation of SRE, with more focus on the biological facts and information about HIV transmission and prevention than other aspects of sexual health, such as attitudes, skills and relationships. It has been argued, however, that putting HIV/AIDS in the national school curriculum provides the possibility of opening the way for a wider provision of SRE in schools in future (Harrison, 2000). In light of the results of this research, the author has recommended several steps to be considered in introducing SRE in schools, as well as future research directions in the field of sexual health, and SRE in particular, in Tanzania.

<p> Over the past fifty years, cheating among high school students increased substantially and affected the morale of students (Simha, Armstrong, &amp; Albert, 2012). According to a nationally representative survey of 36,000 U.S. adolescents, some 60% of high school students confessed to cheating on a test during the previous school year, and that the behavior among these students had spiked over the past 50 years (Murdock, Beauchamp, &amp; Hinton, 2008). Armenian high school students agree that cheating is morally wrong; however, their actions do not reflect this belief (Bowers, 1964; McCabe &amp; Trevino, 1996; Semerci, 2006). The study aims to address gaps in the literature by using Kohlberg&rsquo;s (1958) theory of moral development (as cited in Hannah, Lester, &amp; Lester, 2005) to examine how academic dishonesty, such as cheating, is associated with the moral development level of Armenian private high school students in Southern California, and the extent to which, if at all, this relationship is moderated by the degree of students&rsquo; performance orientation. No prior research is known to have been done with this specific cultural group in a high school setting.</p><p>

<p> The study explored the gendered racial identity status of Black female student-affairs professionals and how their identity status influences both their personal and professional experiences at predominately White institutions. The existing scholarly literature has focused on females in higher education in general; very few studies have focused on issues specifically the intersectionality of gender and race regarding Black female student-affairs professionals at predominantly White institutions. The research question that explored this phenomenon was: what is the experience as a Black female working as a student-affairs professional in a predominately White institution? A generic qualitative approach was used to provide an understanding of the experience of these women. The study included eight Black female professionals working in the division of student affairs at an upper Midwest accredited four-year institution in higher education. The data revealed experiences of being stereotyped, devalued, silenced, ignored, and undermined while navigating their professional world as a double minority. This study also highlighted how these Black women&rsquo;s racial pride, sense of self, love and support from their families and their commitment to the students they served contributed to their success as professionals. </p><p>

<p> This study employed a quantitative, ex-post facto non-experimental design to examine the effect of whether teaching honors, regular, or special education classes in either an elementary or middle school setting influenced the experience of teacher burnout. Participants included 69 teachers from two counties in a Southern state. The study survey consisted of one measure: Maslach Burnout Inventory &ndash; Educator Survey (MBI-ES). A multivariate analysis of variance (MANOVA) revealed that there was no significant main effect for both teacher specialty and grade-level taught in regard to the experience of teacher burnout on the MBI-ES. Additionally, when both teacher specialty and grade-level taught were looked at separately in regard to the experience of teacher burnout, there was no main effect. Educational leaders at both the district as well as the school level may use these results to provide in-service training to help teachers develop coping techniques to deal with the experience of burnout symptoms. Furthermore, this study suggests recommendations for future research in the area of teacher burnout such as use of a mixed method research design as well as the inclusion of high school teachers.</p><p>