Bachelor of Business Administration (BBA), Ohio University, 2023, Business Administration

Feedback is worthless if it is ineffective in creating a positive change. Research has proven that the source and frequency of feedback are some of the many characteristics that companies can alter to create effective feedback. Our study utilized a survey to discover which elements of feedback companies can manipulate to increase their employees' motivation to change and extend this body of research by examining how platform and type of feedback affect motivation to change. Perceived competency, fairness, and responsibility were also measured to determine whether they had a mediating effect on the variables. The results suggest that quantitative and in-person feedback led to increased motivation to change, with perceived competency and perceived responsibility as significant mediating variables. This study contributes to both research and practice by exploring various ways to manipulate negative feedback to make it more effective for employees.

Committee: Aaron Wilson (Advisor) Subjects: Accounting; Business Administration; Management

Doctor of Philosophy, The Ohio State University, 2020, Kinesiology

Many of the nation's children do not meet the recommendations for physical activity for health. The national physical activity plan identifies schools as a primary institution that can help promote moderate to vigorous physical activity (MVPA) in children with recess being one point in the school day where children can choose whether they are active or sedentary. Thus, the purpose of this study was to explore the underlying mechanisms that drive students' self-selected physical activity and sedentary behavior (SB) on the playground. A secondary purpose was to implement the “Aim to Play” physical activity intervention to promote MVPA in children, although this part of the research plan could not be implemented due to the closing of public schools due to Covid19. Social cognitive theory and Stodden et al.'s (2008) developmental trajectory model guided the selection of variables of interest. A total of 52 third-grade (28 boys, 24girls) and 67 fourth-grade (41 boys, 26 girls) students were recruited from two suburban schools in a Midwestern city. Data were collected at three time-points: (a) percentage of time in MVPA and SB during the school day and recess; (b) body mass index (BMI); (c) fundamental motor skill (FMS) competence; (d) perceived motor competence, (e) perceived peer acceptance, (f) knowledge of playground activity, (g) activity types on the playground, (h) social group size on the playground, and (i) social interactions on the playground. Descriptive statistics, Pearson correlations, multilinear regressions, analyses of variance (ANOVAs), Kruskal-Wallis tests, and multivariate analyses of variance (MANOVAs) were conducted to test the hypotheses. The results revealed that the third and fourth graders spent approximately 60% of their school time in SB and a wide range of time (2-44%) in MVPA during recess. The participants demonstrated low levels of FMS competence while perceiving themselves to be “pretty good” (approximately 3.0) in physical competence a (open full item for complete abstract)

Committee: Jacqueline Goodway (Advisor); Phillip Ward (Committee Member); Sue Sutherland (Committee Member) Subjects: Education; Elementary Education; Kinesiology; Physical Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2024, Psychology

Current longitudinal research in developmental science has shown that during college, students generally experience a progressive decline in psychosocial adjustment. First-generation college students (FGCS) encounter unique adjustment difficulties that impact their academic success. Yet, no current research tracks these students' progress based on key factors (i.e., socioemotional competence, psychosocial adjustment, and perceived academic control) that are critical to academic success. To fill this research gap, this short-term longitudinal study is the first to examine how these variables affect academic outcomes among emerging adult college freshmen at two timepoints, as they take one of their first college courses during their first semester of college. Findings show that the associations between most of these study variables are statistically significant and indicative of unique differences between FGCS and continuing-generation college students (CGCS) as academic learners. Perceived academic control was the only key predictor of academic performance. Despite reporting higher levels of psychological distress than CGCS across both timepoints, FGCS only showed significant differences in depression levels by the end of their first semester of college. Academic enrichment program participation did not impact academic performance. These study findings are used to expand FGCS research and offer practitioners relevant insights to support these students' positive adjustment to college upon entry.

Committee: Stephen Petrill (Committee Chair); Kelly Purtell (Committee Member); Sarah Schoppe-Sullivan (Committee Member) Subjects: Developmental Psychology; Education; Educational Psychology; Higher Education; Higher Education Administration; Psychology

Doctor of Philosophy, The Ohio State University, 2018, Kinesiology

The primary purpose of the study was to determine the effectiveness of an eight-week INDO-SKIP motor skill program on Indonesian preschool children's motor competence and perceived motor competence. A secondary purpose of the study was to investigate the influence of the INDO-SKIP program on Indonesian preschoolers' executive function. Early childhood teachers (n=12) were recruited from four early childhood centers. Classrooms were purposively assigned to INDO-SKIP group (n=6) and control group (n=6), and children (n= 156) were nested into either group. Teachers in the INDO-SKIP group were trained in 9-hour initial workshop on INDO-SKIP. During the workshop, the teachers were assessed to determine the effectiveness of the workshop on teachers' motor development and physical education knowledge. Children in the INDO-SKIP group received 16, 30 minutes session over eight week of INDO-SKIP intervention delivered by teachers, while children in the control group received business as usual condition. All children were pretested and posttested on: 1) motor competence: measured by the Test of Gross Motor Development-2 (TGMD-2)-Object control (OC) subscale, and Movement Assessment Battery for Children-2 (MABC-2), 2) perceived motor competence: measured by Perceived Physical Competence (PPC) Subscale of the Pictorial Scale for Perceived Competence and Social Acceptance for Young Children, and the Pictorial Scale of Perceived Movement Skill Competence (PMSC) for Young Children instrument, and 3) Executive Function: measured by Day and Night (DN) Task, and Head-Toes-Knee-Shoulder (HTKS) Task. Teachers' fidelity on teaching INDO-SKIP was 77.14%, and it was also determined that there were sufficient distinguishing features of the INDO-SKIP intervention differentiating it form the business as usual instruction of the control condition. The impact of the INDO-SKIP intervention on child outcomes was analyzed using Multivariate Analysis of Covariance (MANCOVA). The influence of teache (open full item for complete abstract)

Committee: Jacqueline Goodway (Advisor) Subjects: Early Childhood Education; Education; Physical Education

Doctor of Philosophy, The Ohio State University, 2017, EDU Physical Activity and Educational Services

The major purpose of this study was to investigate whether successful practice trials in throwing would mediate the relationship between perceived throwing competence and skill improvement in throwing among 1st graders in physical education. A correlational research design was utilized to examine the mediating relationships among variables. Participants (n=33) were from three 1st grade classes and received 120 minutes of throwing instruction and practice during the 4-day throwing unit. Participants' perceived throwing competence was assessed using a self-reported survey before and after the unit. Their throwing performance was assessed using the Test of Gross Motor Development-2 (TGMD-2) and Component of Overhand Throw before and after the unit. A sub-sample of 18 participants was selected and their total number of practice trials and percentage of successful practice trials during practice and games were lived coded during the unit. Descriptive statistics (i.e., means and frequencies) and regression analyses, and paired sample t-test were used to analyze data. The results indicated that successful practice trials in throwing did not mediate the relationship between perceived throwing competence and skill improvement in throwing as measured by the TGMD-2, but completely mediated the relationship between perceived throwing competence and skill improvement in throwing as measured by Component Sequence. Furthermore, participants significantly improved their throwing performances and perceived throwing competence from pretest to posttest. The findings of the study suggested that physical education teachers should employ motivational strategies to increase students' efficacy beliefs and focus their instruction on increasing their percentage of successful practice trials in order to improve their skill proficiency.

Committee: Weidong Li (Advisor); Phillip Ward (Committee Member); Jackie Goodway (Committee Member) Subjects: Physical Education; Teacher Education

Doctor of Psychology (Psy.D.), Xavier University, 2002, Psychology

The difference in social skills, friendships, and social competence were compared between children with Velo-Cardio-Facial Syndrome (VCFS) and children without VCFS. Eleven children with VCFS and eleven sibling control children without VCFS ages 7-11 years old completed the Self-Perception Profile for Children, the Intention Cue Discrimination Task, the Affective Perspective Taking Task, the Purdue Elementary Problem Solving Inventory (PEPSI), and the Friendship Questionnaire to measure social skills, friendships, and perceived social competence. The results indicated that children with VCFS had significantly lower scores on multiple measures of social skills. Specifically, children with VCFS displayed more encoding errors, more aggressive responses to problem situations, difficulties understanding others’ affect, difficulties with problem solving and less intimate friendships. However, children with VCFS did not score significantly lower on a measure of perceived social competence. These findings suggest that children with VCFS may be more likely to have social skill deficits in the areas of understanding others' intentions and affect, problem solving and they may experience less intimacy and companionship in their friendships. Despite these deficits, it appears that children with VCFS still have similar perceptions of their abilities compared to other children.

Committee: Janet R. Schulz Ph.D., ABPP (Committee Chair); W. Michael Nelson, III Ph.D., ABPP (Committee Member); Howard Saal M.D. (Committee Member) Subjects: Clinical Psychology; Developmental Psychology; Social Psychology

Doctor of Philosophy, The Ohio State University, 2010, EDU Physical Activity and Educational Services

The purpose of this study was to investigate the effects of two motor skill interventions on children's object control skill performance and their perceived motor competence. Children (N=72) were mostly African American (97%) and drawn from two Head Start centers. Children (M age = 48.41 months) were randomly assigned to a motor skill intervention (MSI; n=22), a motor skill family intervention (MSFI; n=25) or a comparison group (n=25). The MSI and MSFI groups received a motor skill program consisting of 16, 30-min. sessions over 8 weeks. The MSFI group also received the addition of a series of parent-child motor activities incorporating 24 sessions over 8 weeks. The Comparison group did not receive any structured motor skill program. Prior to the interventions, children in all groups demonstrated developmental delays in OC skills and had “pretty good” perceptions about their motor competencies. A 3 Group X 2 Gender ANOVA analysis showed a non-significant group and gender differences in OC skill performance and perceived motor competence in groups at pretests. After the 8 week interventions, a 3 Group X 2 Time X 2 Gender of ANOVA with repeated measures was conducted on OC standard scores and perceived motor competence of children. The results indicated a significant Group X Time interaction for OC skills (p = .00) and perceived motor competence (p = .00) showing that Groups differed from pretest to posttest. Three separate contrasts were run to examine where the differences were reported. The MSI and the MSFI groups were significantly different from the Comparison group (p < .017), but both group were not significantly different in OC skills. The MSFI was significantly different (p < .017) from the MSI and the Comparison group in perceived motor competence. A non-significant gender differences was reported within and between the groups (p > .05) from pretest to posttest for both variables. A 3 Group X 2 Time X 2 Gender of ANOVA with repeated measures was also conduct (open full item for complete abstract)

Committee: Jackie Goodway PhD (Advisor); Phillip Ward (Committee Member); Weidong Li (Committee Member); Patricia Owens (Committee Member) Subjects: Physical Education

Doctor of Philosophy, The Ohio State University, 2006, Physical Activity and Educational Services

The present study utilized descriptive, correlational quantitative survey research to investigate the self-perceived multicultural counseling competence of 364 licensed counselors using the Multicultural Counseling Inventory (MCI; Sodowsky et al., 1994). The study aimed to explore (a) to what extent licensed counselors perceived themselves to be multiculturally competent; (b) how selected demographic factors, controlling for social desirability, contributed to self-perceived competence; (c) to what extent licensed counselors presented themselves in a multiculturally socially desirable manner with regard to multicultural competence; and (d) differences on multicultural competence and social desirability based on the race of the counselor. Respondents viewed themselves as multiculturally competent both in general (MCI Total score, M = 3.28, SD = .31) and specifically. Respondents viewed themselves as most competent in multicultural skills (M = 3.67, SD = .37) and least competent in multicultural awareness (M = 2.88, SD = .55). Univariate regression analyses were conducted to determine independent variables contributing significant variance in scores. Race, years of counseling experience, number of multicultural graduate courses taken, and number of multicultural trainings/workshops attended contributed significant variance to at least one of the MCI scales. Social desirability significantly contributed to the variance in scores on all five MCI scales. The majority of the sample presented themselves in a neutral fashion on the multicultural social desirability measure when compared to the samples' mean (M = 18.81, SD = 3.13). Non-White counselors endorsed a slightly higher mean social desirability score (M = 20.14, SD = 3.22) than counselors White counselors (M = 18.69, SD = 3.07). Non-White counselors had statistically significantly higher MCI Total (non-White, M = 3.41, SD = .46; White, M = 3.27, SD = .28), Awareness (non-White, M = 3.26, SD = .60; White, M = 2.84, S (open full item for complete abstract)

Committee: Darcy Haag Granello (Advisor) Subjects:

Doctor of Philosophy, Case Western Reserve University, 1992, Psychology

The five main hypotheses tested in the present study, regarding factors that may contribute to competence among COAs, were: (1) Effective coping will be positively related, and less effective coping negatively related to greater competence; (2) Higher competence will be associated with ratings of moderate family closeness and flexibility, as well as greater family satisfaction; (3) Higher competence will be positively related to the presence of a significant adult social supports; (4) COA's whose parent/s had less chronic patterns of alcoholism will be more likely to have higher competence scores; and (5) Higher competence will be associated with the use of effective coping, a balanced family structure, family satisfaction, adult social supports and limited parental alcoholism. Participants were (56 COA & 99 NCOA) undergraduate students in psychology courses at CWRU, and were chosen through a screening procedure. A screening questionnaire contained the COA identification question "Do you think that either of your parents may have had or may now have an alcohol abuse problem?" The remaining questionnaires included: The Self-Perception Profile for College Students; The COPE Scale; The FACES III; The Family Satisfaction Scale; The Marlowe-Crowne Social Desirability Scale; and a family alcohol questionn aire. COA's had significantly lower global self-worth scores than NCOAs. Alcohol use patterns were mostly similar between the two groups, which suggested successful avoidance of alcohol problems among the COA's. COA's also used more ineffective coping, rated their families as more extreme or disengaged, were less satisfied with their families, reported less support from mother and father, and used the help of professionals more often than the NCOAs. Hypothesis one was partially confirmed by a positive relationship between effective coping and higher Self-Worth. Hypothesis two was also partially confirmed with a positive relationship between family satisfaction and Self-W (open full item for complete abstract)

Committee: Lee Thompson (Advisor) Subjects: Psychology, Clinical

Master of Education (MEd), Bowling Green State University, 2009, Human Movement, Sport and Leisure Studies /Kinesiology

Purpose: The purpose of this study was to examine goal orientation, perceived motivational climate, perceived competence, and motivation in collegiate softball starters and non-starters and collegiate softball players with full, partial, and no scholarships. Method: Division I college softball player (N = 52; ages 18-22) at three Mid-American Conference programs were categorized by player role (starter vs. non-starter) and scholarship status (full, partial, or none). Players completed surveys to assess perceived competence, satisfaction with life (Satisfaction with Life Scale), goal orientation (Task and Ego Orientation in Sport Questionnaire), perceived motivational climate (Perceived Motivational Climate in Sport Questionnaire-2), and motivation (Sport Motivation Scale). The surveys were completed towards the end of the softball season (April, 2009). Perceived competence and life satisfaction were analyzed using independent t-tests and ANOVA. Goal orientation, perceived motivational climate, and motivation were analyzed using one-way MANOVAs. Results: Significant findings for player role and perceived motivational climate, as well as scholarship status and perceived motivational climate were found (p<.05). Although there was no significance between motivation and player role, follow-up univariate tests found significance in amotivation for starters and non-starters (p<.05). Conclusion: College softball players differed in perceived motivational climate according to player role (starter vs. non-starter) and scholarship status (full, partial, or none). Contrary to expectations, perceived competence, satisfaction with life, and motivation did not differ in starters or non-starters or in full, partial, or no scholarship holders. This investigation has provided evidence for the need to further explore relationships including starters and non-starters and differences in scholarship status.

Committee: David Tobar Ph.D. (Committee Chair); Bonnie Berger Ed.D. (Committee Member); Geoffrey Meek Ph.D. (Committee Member) Subjects:

Master of Arts (MA), Bowling Green State University, 2007, Psychology/Clinical

While mental disorders are prevalent in primary health care settings, they often go undetected and untreated. There are no records to be found on studies of the effectiveness of Icelandic primary care physicians in diagnosing and treating mental illness. However, it is likely that the Icelandic primary health care system is not significantly different from systems in other countries that show poor detection and treatment of mental illness. The present study is the first study aimed at evaluating Icelandic primary care physicians' experience with mental health problems and perceived competence in detection and treatment of behavior disorders. Furthermore, it is the first empirical attempt to assess the need for improved primary mental health care in Iceland. This exploratory study was designed to assess primary care physician's perception of: 1) Prevalence and significance of different behavior disorders in the primary health care clinics, 2) their ability to detect and treat behavior disorders within the primary health care system, 3) the physician's access to mental health services as well as quality of communication with mental health professionals, and 4) barriers to adequate mental health care within the Icelandic primary health care system. Main results suggest that Icelandic primary care physicians correctly identify that they, among all health care workers, are the ones seeing the highest proportion of people in the community suffering from mental health problems. They also correctly identify that depression and anxiety are the most prevalent groups of behavior disorders in primary care. However, while they seem to be quite confident in their ability to treat and detect mental illness, extensive amount of research from around the world show extremely poor detection and treatment of behavior disorders in primary care. Most Icelandic primary care physicians view the detection and treatment of mental illness in their clinic as adequate or good. However, most agr (open full item for complete abstract)

Committee: William O'Brien (Advisor) Subjects: