Master of Science, The Ohio State University, 2010, Agricultural and Extension Education

Animal protection legislation continues to be prevalent on U.S. political agendas, therefore, it is important for agriculture communicators to be able to communicate with stakeholders about the economic and social value of agriculture. In addition, as animal rights lobbying organizations continue to improve and strengthen their public presence, it is critical that agricultural communicators make the public aware and informed of agricultural issues through increased use of mass media technologies. This study sought to examine the agricultural presence in a technologically advanced social networking medium as well as to gain an understanding of consumers' knowledge of agriculture. This study was unique in that it assessed this information and then related it to the voting outcomes of two different animal protection legislation bills. Theories used to guide this study included messaging appeals, social cognitive theory, social learning theory, cognitive dissonance theory, semiotics, and knowledge gap. A content analysis was performed on a census of 111 YouTube videos related to California Proposition 2. In addition, 508 questionnaires were collected from voluntary participants at the 2009 Ohio State Fair. Basic descriptive quantitative statistics were completed on the data. In addition, open coding was used to analyze the qualitative portions of the study. Results of this study suggest that the YouTube videos related to Proposition 2 mostly supported the issue, while only a small fraction opposed the proposition. In addition, the majority of the videos used emotional messaging appeals while rational appeals were used on a less frequent basis. Findings from the questionnaire indicate that consumers do not differentiate between animal rights and animal welfare. Consumers reported positive regards for the humane treatment of animals and perceived that the majority of farmers raised their animals in a humane manner. Most of the participants knew that the majority of lives (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2020, Social Work

Mental health and risky health behaviors issues are a growing concern among Asian American adolescents in the United States. Prior studies have shown that Asian American adolescents are at greater risk for depressive symptoms and substance use, particularly when they face difficulties adjusting to a new or unwelcoming culture. Research has indicated that social cohesion, sense of belonging, and community safety are significant predictors for the level of immigrant adolescents' depressive symptoms. A number of studies have found that depressive symptoms have a strong influence on substance use among Asian American adolescents. Therefore, the pathway of social cohesion, a sense of belonging, community safety, depressive symptoms, and substance use needs attention based on an understanding of unique Asian culture. This study tested the influence of social cohesion, sense of belonging, and community safety on depressive symptoms and substance use. A systematic scoping review of the impact of acculturation on depressive symptoms and substance use. And a hierarchical multiple linear regression was performed to examine the regression effect in the relationship of social cohesion and community safety to depressive symptoms. Lastly, structural equation modeling (SEM) was conducted to examine in the relationship of social cohesion, sense of belonging, and community safety to substance use mediated by depressive symptoms among Asian American adolescents. A systematic scoping review results showed that Asian American adolescents reported high depressive symptoms but low substance use. Family, school, peer relationships, and neighborhood and community environments were strong acculturation related protective factors for depressive symptoms and substance use. Hierarchical multiple linear regression analysis research result showed that higher social cohesion and community safety level is statistically significantly associated with Asian American adolescents' depressive sympt (open full item for complete abstract)

Master of Arts, The Ohio State University, 2015, Communication

This study aimed to understand the role of positive and negative feedback on attitude, behavioral intention and shared reality. Through the lens of the social cognitive theory (SCT), grounding theory, social identity theory (SIT) and social identity model of deindividualization effects (SIDE), the study focused on memes that portrayed colorism (i.e., intragroup discrimination). African American participants viewed a meme portraying dark-skinned Blacks as poor on Twitter that received negative or positive feedback through comments and emoticons. Overall, participants who viewed memes receiving positive feedback reported more negative attitudes towards sharing the meme. Furthermore, when the meme received positive feedback, participants reported less identification with the commenter. Although the study provided a glimpse into colorism within social media, skewed data hinder external validity. Future research will address this issue.

Ph.D., Antioch University, 2014, Antioch New England: Environmental Studies

The degree to which the climate continues to change will largely be determined by choices made by individuals and nations regarding greenhouse gas emissions. Many Americans engage in energy conservation actions. But, the political will in the United States to adopt emissions reduction policies is unlikely to exist without public demand. Therefore, public mitigation actions of individuals (e.g., contacting elected officials in support of emissions reduction) are critical to induce legislative response. The majority of individuals who are most concerned about climate change (the “Alarmed” segment) do not engage in public mitigation actions, but some do. The purpose of this study is to examine the social-psychological factors that drive the public mitigation actions of the Alarmed. This was done through a comparison of the original value belief norm (VBN) model to eight author-created models that added predictor variables to the VBN. The objective was to determine which model was most effective at explaining public mitigation action. Drivers of these actions were also assessed by comparing those who took action (“actors”) with those who did not (“non-actors”). Electronic survey responses of 702 Alarmed Vermonters, analyzed with structural equation modeling, revealed that the modified VBN that included four efficacy variables and descriptive social norms was the best fitting and most explanatory model. Additionally, actors had significantly higher efficacy scores and descriptive social norms scores than non-actors. Results suggest that individuals are more inclined to engage in public mitigation action if they feel capable of taking action, believe that their individual and collective efforts are effective, and think others are participating. Two core contributions of this study are: (1) an improved VBN model in the context of climate change, and (2) greater understanding of the precursors to public mitigation action. These findings have broad implications for climate c (open full item for complete abstract)

Master of Science, The Ohio State University, 2014, Human Ecology: Human Nutrition

INTRODUCTION: Type 2 diabetes mellitus (T2DM) is a serious medical condition affecting over 12% of Americans and is associated with $58 billion in work-related annual costs. Prediabetes increases risk for T2DM, and is estimated to affect over one third of U.S. adults. With prediabetes rates on the rise and costs associated with obesity and T2DM well documented, there is an evident need to prevent the development of T2DM in at-risk individuals. Adults spend a significant portion of their time at the workplace, suggesting its utility for efforts at health promotion and disease prevention. The Diabetes Prevention Program (DPP) is a lifestyle intervention program that has demonstrated efficacy in preventing or delaying T2DM in at-risk adults, however there is a lack of well-designed research studies evaluating the efficacy of the DPP in the workplace. The primary aim of this study was to implement and evaluate the efficacy of the group-based DPP intervention at The Ohio State University (OSU). METHODS: Seventy-eight employees with prediabetes recruited from OSU were randomized to either the 16-week group-based DPP intervention group or a usual care control group. Sixty-eight participants completed data collection at baseline and post-intervention. Clinical and anthropometric measures included body weight, waist circumference, fasting blood glucose and lipids, and blood pressure. Psychosocial measures included employee productivity, self-efficacy, social support, goal commitment and difficulty, and problem solving. We hypothesized that the intervention would contribute to significant reductions in weight and glucose, as well as significant improvements in psychosocial outcomes compared to the control group. Statistical analyses included Pearson chi-square tests for baseline demographic characteristics and Student t-tests within an ANOVA for between and within-group analyses. For data not meeting normality assumptions, Wilcoxon signed rank tests were used (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

The impact of oral anxiety (OA) in the context of a second language learning (SLL) environment cannot be overemphasised. Understanding the experiences of teachers from diverse cultural and geographic contexts can help in shedding light on this especially important phenomenon. This researcher seeks to gain a better understanding of teachers' experiences with OA, and their perceptions about effective ways to reduce OA in second language (SL) classrooms. Through a qualitative comparative methodology and case study design, data was gathered utilising semi-structured interview instruments, and teachers' journals. A purposeful sample of participants was obtained from secondary school SL teachers, in Guyana and the US, through a snowball sampling method. Subsequently, the data was analysed first through open coding, then closed coding, and finally, through cross themes analysis. Cross-case analysis was used to examine the data gathered. Implications for SL teaching and culturally responsive teaching may be garnered and promoted through this research. In the context of this dissertation, second language learning and foreign language learning are used interchangeably.

Master of Arts, The Ohio State University, 2024, Communication

The portrayal of gay characters on television has expanded, yet often oversimplifies their experiences. Gay individuals face unique challenges accessing sexual health information due to cultural barriers, exacerbating health disparities. This study investigates how narratives featuring gay protagonists discussing sexual health with a medical provider influence gay viewers' intentions. Drawing on social cognitive theory and the entertainment overcoming resistance model, it explores narrative impacts on sexual health promotion among gay audiences. Findings suggest exposure to such narratives did not significantly affect intentions to discuss sexual health with a medical provider, but increased self-efficacy emerged as a predictor. This underscores the importance of considering factors like self-efficacy in interventions. The study provides insights for designing tailored interventions and advancing sexual health outcomes among gay men.

PHD, Kent State University, 2024, College of Public Health

Background: Both smoked and unsmoked tobacco products are linked to adverse pregnancy outcomes, including low birth weight, preterm births, and birth defects. Yet, most studies focus only on smoked cigarettes. Tobacco cessation involves multiple attempts before complete stoppage. However, studies have been centered on abrupt cessation and mainly examined factors relating to cessation within the context of smoked cigarettes. Aim: To identify the personal and environmental factors associated with tobacco cessation attempts (TCAs) and tobacco use intensity (TUI) during pregnancy using the Social Cognitive Theory. Method: A cross-sectional self-report survey of 262 pregnant/newly postpartum women ≥18 years across the U.S. who used any form of tobacco during their current or most recent pregnancy. TUI and TCAs were computed using descriptive analysis. Associations between independent variables and outcomes were evaluated by regression analyses. A structural equation model was used to perform mediation analysis. Results: Tobacco use rates were highest for cigarettes (90%), e-cigarettes (69%), and cigars (24.4%). Of the sample, 71.4% used ≥ two tobacco products, 75.2% reported multiple daily use, and 88.2% had made one or more cessation attempts. The likelihood of making cessation attempts was significantly increased in participants with high negative outcome expectations (OR = 5.33, 95% CI: 1.52 – 18.65), and high self-efficacy (OR = 5.34, 95% CI: 1.58 – 18.08), and decreased in those with high tobacco use influence from their social environment (OR = .211, 95% CI: .06 – .71). The odds of multiple daily use significantly decreased in participants with high negative outcome expectations (OR = .26, 95% CI: .11 – .61), and high self-efficacy (OR = .222, 95% CI: .08 – .59), and increased among those with more barriers to cessation (OR = 2.19, 95% CI: 1.19 – 4.25). Multiparous women and those of lower socioeconomic levels were more likely to engage in multiple daily use and (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2024, Sociology

A recent report released by the Yale Program on Climate Change Communication and the George Mason University Center for Climate Change Communication found that only 61% of Americans believe that “global warming is mostly human-caused.” Moreover, a recent analysis from the Center for American Progress (2021) uncovered that 139 elected officials in the 117th Congress do not endorse or express concerns about the scientific validity of anthropogenic climate change. However, Powell (2017) examined 11,602 peer-reviewed articles examining anthropogenic climate change and found 100% consensus from the world's leading scientists. Few studies have applied a theoretical perspective rooted in criminology to quantitatively analyze why individuals deny anthropogenic climate change. To address this gap in the research, I apply Gottfredson and Hirschi's (1990) theory of self-control to anthropogenic climate change beliefs (ACCB). Additionally, I test whether education moderates the relationship between self-control and ACCB. This exploratory research employed original data collection by sampling respondents from CloudResearch's Connect platform in 2023 (n = 648). Results from the multivariate analyses show that self-control is not significantly associated with ACCB, nor does education moderate the relationship between self-control and ACCB. However, a significant association (p < .001) between Akers' (1998) social learning theory and ACCB was uncovered. Further research should analyze the four core elements (i.e., differential association, definitions, differential reinforcement, and imitation) of Akers' (1998) social learning theory to better understand the intricacies and drivers of these learned beliefs.

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Criminal Justice

At present, there is a dearth of research examining the specific responsivity principle within the Risk-Need-Responsivity model; even research has focused on the measurement and assessment of factors inhibiting clients' full engagement in programming. Of the responsivity factors that have been assessed, motivation for treatment is one for which interventions have been identified. Unfortunately, assessments intended to measure motivation for treatment for subsequent intervention purposes have focused on motivation for treatment as a global concept, self-efficacy for relapse prevention and general self-efficacy. These approaches are informative, but they do not consider the complexity of group cognitive behavioral treatment and the potential for low motivation for treatment to be impacted by it. This dissertation comprises the development and item-level examination of a group cognitive behavioral therapy self-efficacy scale. Results indicated that the items loaded onto two factors: One containing items related to justice system expectations and the other containing items related to treatment programming. Examining difficulty and discrimination parameters estimated using the graded response model in item response theory, an item-level analysis indicated that the items were appropriate for those with low self-efficacy. Although further testing and refinement is necessary, this scale provides a building block for the individualization of intervention strategies for those struggling with specific aspects of treatment.

Doctor of Education (Ed.D.), University of Findlay, 2023, Education

The goal of this research was to determine how two well-known theories, Bandura's triadic reciprocal causation model and Maslow's hierarchy of needs, align to the five competencies in Ohio's social and emotional learning standards document. More specifically, to determine if Ohio has integrated core components of researched-based theories within the SEL standards. Ohio's social and emotional learning standards provide a developmental progression across ages and grades from kindergarten to grade 12. This study used a qualitative research approach in which a document analysis was used to look for alignment of the TRC model and hierarchy of needs pyramid. The analysis included examining the content of Ohio's social and emotional learning standards in order to determine the presence of certain words, themes, or concepts derived from both theories. This was performed using manual coding. The results indicated that all three elements (personal, behavior and environment) of Bandura's TRC model align across all of the five competencies. However, not all five levels of Maslow's hierarchy of needs (physiological, safety, love and belonging, esteem and self-actualization) aligned across the five SEL competencies. The implications of this research study may impact the future implementation of Ohio's SEL standards in a positive way. The in-depth analysis of two important theories within educational psychology and their degree of alignment to the Ohio's SEL standards confirms that Ohio has a good foundational framework that now holds some merit and may encourage administrators within Ohio to make the decision to move ahead with SEL standards application.

Doctor of Philosophy, The Ohio State University, 2023, Anatomy

Neurophobia, defined as the fear of and lack of confidence with clinical neurology, is a well-documented phenomenon in medical students and junior doctors. Previous studies have identified low knowledge of basic neuroanatomy as one of the largest drivers of neurophobia, often stemming from ineffective pedagogical approaches. It is thought that neurophobia begins when students first encounter academic neuroscience; however, the prevalence and associated risk factors of neurophobia in undergraduate students is not known. Investigating these relationships in this population is relevant because they represent a pipeline for future neurologists and associated healthcare professionals. Furthermore, interventions for phobias are most effective when started early. The aim of the first study was to provide an in-depth analysis of the prevalence and factors contributing to neurophobia among undergraduate students enrolled in an introductory neuroanatomy course at The Ohio State University. The presence of neurophobia in this population was found to be comparable to that reported in medical students and junior doctors. Additionally, neurophobic students were found to have significantly higher cognitive load, assessment anxiety, and perceived difficulty, as well as lower intrinsic motivation, self-efficacy, and course grades compared to their non-neurophobic peers. This highlights the urgent need for early intervention, suggesting that techniques to manage cognitive load and enhance motivation could be beneficial. Based on the principles of cognitive load theory, self-determination theory, and social cognitive theory, 11 e-learning modules were developed for the two most difficult blocks in the undergraduate neuroanatomy curriculum. Featuring interactive slides with toggleable animations, practice questions with explanations, video content, and clinical scenarios, these modules aimed to manage cognitive load and enhance motivation of neuroanatomy learners. The aim of the sec (open full item for complete abstract)

Doctor of Education, Miami University, 2023, Educational Leadership

This study sought to explore the perceived effectiveness of a teacher mentoring program in a large urban school district in Ohio. One hundred fifty-three new teachers enrolled in the district's residency mentoring program were surveyed about its effectiveness and general demographic information within their first five years of teaching. Furthermore, ten survey respondents volunteered to be interviewed, with five randomly chosen for the study. The results of this study were intended to provide insight into how teacher mentoring programs can help reduce the rate of new teachers leaving the profession, which has increased by 50% in the last decade, as well as the rate of experienced teachers going, which is over 20%. Half of all new teachers are gone within five years, leaving districts and states to invest heavily in recruiting, hiring, and retaining new teachers to combat this growing issue. Over the past decade, the number of new teachers leaving their profession has increased by more than 20% nationally. Many new teachers leave the profession within the first three years, and half are gone within five years. To address this issue, billions of dollars are spent by districts and states to recruit, hire, and retain new teachers. The research was conducted to understand how new teachers feel about their mentoring program in a large urban school district. The opinions of these teachers were examined to explore the program's effectiveness, given the significant investments districts and states have made in recruiting, hiring, and retaining them. This research utilized Bandura's social cognitive theory, sociocultural theory, and Knowles's adult learning theory to explore how new teachers viewed the benefits and drawbacks of their mentoring program, the strategies employed, and what modifications could be made to enhance it. Through surveys, interviews, and transcripts, the research found that having a mentor, more structure, collaboration, and support (open full item for complete abstract)

Doctor of Education , University of Dayton, 2023, Educational Administration

This study explored the perception of career barriers among low-income and minority students at Urban Community College by using career barrier inventory revised (CBI-R) instrument. Data analysis showed that students have perceived external career barriers, such as racial discrimination, and internal perceived career barriers, such as, inadequate preparation in their career field and dissatisfy with career they currently have. The results shows that they may have slight internal career barrier of lack of confidence, and external career barriers sex discrimination, multiple-role conflict which means someone who is working as well as taking care of children at home. To help students overcome their career barriers an action plan was designed for intervention, which included workshops, counseling services, and psychoeducation intervention. Assessment and evaluation plan was designed for the effectiveness and improvement of this program.

Doctor of Philosophy (PhD), Ohio University, 2023, Instructional Technology (Education)

This study sought to provide an examination of the instructional design strategies used in an entrepreneurship clinic (EC) and determine their influence on the post-graduation outcomes of its alumni. The conceptual lens for the study comprised Merrill's (2002) first principles of instruction and Lent et al.'s (1994) social cognitive career theory (SCCT). Merrill's first principles provided a standardized set of instructional principles to examine the instructional strategies used within clinic and the SCCT examined the influence of these strategies on building the necessary competencies for participants to pursue entrepreneurship after graduation. The case for this study was the EC organized by the Kwame Nkrumah University of Science and Technology (KNUST). This case is bounded geographically on the KNUST campus in Ghana. This case is situated contextually in the larger issue of graduate unemployment and how entrepreneurship education and training can be used to address it. Data sources for the study were interviews and documents (Patton, 2015). The data was analyzed a priori through the lenses of Merrill's (2002) first principles of instruction and Lent et al.'s (1994) SCCT constructs--self-efficacy beliefs, outcome expectations, and personal goals. Also, the data was analyzed inductively to discover emergent patterns, categories, and themes to arrive at the findings (Patton, 2015). There were three key takeaways from the study. The first is the importance of an entrepreneurship ecosystem to fill the gaps in entrepreneurship knowledge. The second is the temporal nature of entrepreneurship education and the importance of life-long learning. The third is the personality of the participant is important in pursuing entrepreneurship. The study has implication for scholarship in that it extends research by identifying the possibility of building self-efficacy through observation of role-models or mentors. An implication for practice is to provide a (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

The publication of the Family Engagement Core Competencies by the National Association for Family, School, and Community Engagement in 2022 provided a body of knowledge of the work of educators engaging with families, a domain not well-understood previously. Situated in the pandemic recovery phase in U.S. education, this dissertation study aimed to explore the nature of efficacy beliefs of educators in family engagement, a latent construct grounded in social cognitive theory. To achieve this aim, a survey measure was developed, and an interpretation and use argument (IUA) anchored the process of the validation of the interpretation and use of its scores. The study was conducted in five phases. In the first phase, the Family Engagement Efficacy Beliefs of Educators (FEEB-E) survey was drafted based on a review of literature, existing instruments, and subject-matter expert and user feedback. In the second phase, the FEEB-E was piloted with a national sample of educators, and exploratory factor, parallel, and reliability analyses were conducted. In the third phase, the FEEB-E was revised based on findings from the pilot study. In the fourth phase, the FEEB-E was administered to a sample of teachers in two Ohio urban school districts, and confirmatory factor, correlation, and reliability analyses were conducted. In the fifth phase, the IUA was constructed, and the appropriateness of the interpretation and use of the scores from the FEEB-E was determined. The study found that survey items were valid for interpretation as representative of their target domain of self-efficacy beliefs for family engagement. There were no extraneous sources of variability in wording of items and directions, order of items, or the scoring scale. The survey items measured the intended population by reflecting a range of efficacy beliefs around multiple dimensions of family engagement and did so reliably (α = .917). Further, the FEEB-E was found to be valid for use as a research instrum (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2022, Public Health

Peer recovery support services are being prioritized in the United States to combat the rising drug overdose death rate. Peer support services have shown their effectiveness in improving substance use disorder outcomes like increasing linkage to medication for opioid use disorder and decreasing the number of reported overdose events. Peer recovery supporters (PRS), those delivering these services, are individuals who have lived experience in mental illness and/or substance use. PRS are certified by their state of practice, work in a variety of settings (e.g. emergency departments, correctional facilities, recovery community organization), and receive regular supervision. Though the evidence for peer-based services for substance use disorders is established, there is little published research on the experience of delivering these services. This study explores the recovery experience of Ohio PRS and the impact of delivering peer services on personal recovery. Because more research that recruits PRS is needed, the study first describes recruitment practices in both the pilot and main study. Challenges accompanying the recruitment and subsequent improvements are detailed, as well as considerations for future research involving PRS participants. Next, the methods and results of a survey that used PRS work category (working in peer service delivery, working in another position, and not working at all) to predict recovery related outcomes (burnout, burnout, self-stigma, and recovery capital) are presented and discussed. The multiple linear regression models found that PRS working in a peer service delivery position was significantly associated with higher hopefulness scores compared to PRS not working at all. Univariate results also demonstrated differences by race in multiple outcomes with racial minority PRS showing associations with improved burnout and self-stigma scores compared to white PRS. The results were integrated into the qualitative portion of the study (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

Many teacher noticing studies focus upon noticing of disciplinary ideas. However, important teacher learning occurs connected to other aspects of teaching/learning such as discourse moves to equitably distribute participation, teacher persona, and classroom management. The purpose of this study was to identify what middle school science teacher candidates notice and reflect on during video club, where participants share and analyze short video clips of their classroom interactions (van Es & Sherin, 2007). This study contributes to the literature in its application of the AIR framework to deepen insight pertaining to teacher candidate noticing. First, I discovered teacher candidates noticed: a) a variety of teacher talk moves, b) characteristics of teacher's persona, and c) classroom management strategies. Second, I observed that during reflection, teacher candidates: a) provided context and background information, b) explained their rationale for decisions, and c) re-imagined alternative approaches that considered the potential impact of teacher actions on student experiences. I used the tenets of Bandura's (1965) Social cognitive theory (SCT) to help interpret and make sense of teacher candidates' noticing and reflections during video club. Broadly, teacher candidates' noticing supported teacher learning through observational learning. Reflections spurred by noticing supported teacher learning through the self-regulatory mechanisms of self- observation, self-evaluation, and forethought. Findings suggest teacher noticing is benefited by attention to elements of teaching beyond disciplinary ideas.

Doctor of Philosophy, The Ohio State University, 2022, Kinesiology

Knee osteoarthritis (OA) progression represents a leading cause of mobility disability for older adults in the U.S. Being overweight or obese is a primary modifiable risk factor. It is recognized that lifestyle intervention represents an integral component of disease management efforts. However, following primary intervention, significant weight regain and behavioral recidivism is common. The overarching purpose of this dissertation was to explore the temporal relationships between key social cognitive determinants of lifestyle behavior and determine the feasibility and preliminary efficacy of virtually- delivered extended care contacts for improving weight loss and behavioral maintenance. Study I: Dynamics of Self-Efficacy, Goal Commitment, and Self-Regulation was a mediation analysis of extant data from the 18-month, Collaborative Lifestyle Intervention Program in knee OA patients (CLIP-OA) trial (M [SD] age = 65.4 [7.3]; M [SD] BMI = 35.1 [6.5] kg/m2). Self-efficacy (SE), goal commitment (GC), and self-regulation (SR) for PA were measured at 6, 12, and 18-month follow-up. Path analysis using bias- corrected bootstrapped 95% confidence intervals (CI) revealed the effect of 6-month SE on 18-month SR was partially mediated by level of GC at 12 months (β = 0.053, 95% CI = 0.028, 0.085), controlling for age, explaining 32.4% of the total effect. Study I provides evidence supporting hypothesized temporal relationships among key determinants of PA adoption and adherence in overweight and obese knee OA patients. Study II: The CLIP-OA Expansion Pilot Trial was a 6-month, two-arm, randomized, controlled pilot trial examining two schedules of virtually-delivered, group- mediated cognitive behavioral (GMCB) extended care contacts in a subsample of participants from CLIP-OA (n = 32; M [SD] age = 66.2 [6.1]). Upon completing 18 months of CLIP-OA, participants were allocated to receive either traditional (i.e., monthly; TRAD; n = 16), or 2, 3-week clusters of contacts (CL (open full item for complete abstract)

Doctor of Philosophy in Urban Education, Cleveland State University, 2021, College of Education and Human Services

This research addresses the barriers, support, and aspiration of single mothers participating in work-based training programs. This basic qualitative interpretive study aimed to fill a gap in the literature on understanding the barriers low-wage adult single mother service workers encounter while participating in voluntary workplace learning programs and the support, which has allowed them to persevere. The research considered the following: 1) What were the perceived barriers low-wage, single, adult mothers faced while participating in work-based voluntary training programs offered by their employers? 2) The types of support systems low-wage single adult female participants received while pursuing work-based voluntary training programs? 3) To what degree did participating in work-based voluntary training programs impact low-wage single adult mothers' career plans? Data were collected through face-to-face semi-structured interviews with 15 low-wage single mother participants working either full or part-time in one of two healthcare facilities in Ohio and Michigan. This study used the situational, dispositional, and institutional barriers to learning in Cross (1981) as its theoretical framework. The findings from this study indicate that low-wage single mothers faced obstacles such as lack of childcare, transportation, finances, and time. Time poverty was one of the most insidious barriers reported in this study. Additionally, this study showed how low-wage single mothers navigated their environment by seeking support from various resources as they participated in work-based training programs. The findings of this study suggest that public policy can play a pivotal role in addressing challenges specific to low-wage single working mothers by increasing their economic opportunity and possibly strengthen the fabric of communities across the nation. Of particular interest is how the government can best aid in assisting single working mothers to gain the financial secur (open full item for complete abstract)