Doctor of Philosophy, The Ohio State University, 2006, Educational Policy and Leadership

This descriptive quantitative online survey research explored the relationships among Teachers' Sense of Efficacy, Collective Inclusion Efficacy, Technologyand other predictor variables to determine their saliency in relationship to the criterion variable Teachers' Sense of Inclusion Efficacy. Data were collected from a random sample of general and special educators in all teaching positions, across all grade levels, in urban, rural and suburban Ohio school districts. Descriptive quantitative statistics, frequencies, means, standard deviations, percentages, reliability coefficients, correlation coefficients, principal component analyses, multiple regression analyses, and a one-sample t test, were used to analyze the relationships and interrelationships among the predictor variables and the criterion variable. The results provided rich contextual and situational data. The predictor variables, Teachers' Sense of Efficacy, Collective Inclusion Efficacy, and Attitudes Toward Inclusion, had strong or moderate relationships with the criterion variable Teachers' Sense of Inclusion Efficacy. Analyses of the data support the new scales developed and used in this study to assess teachers' personal and collective efficacy for the inclusion of students with disabilities in the general education classroom. The Teachers' Sense of Inclusion Efficacy Scale (I-TSES)was adapted from the 12-item Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), and the Collective Inclusion Efficacy scalewas adapted from the 12-item Collective Efficacy scale (Goddard, 2002). Further research and application of these new scales should help inform schools, colleges, and departments of education (SCDEs) of the need to ensure that teachers are prepared to integrate technology to teach every student in the 21st century.

Doctor of Education, University of Toledo, 2012, Educational Administration and Supervision

Although a relationship between the constructs of teacher efficacy and school culture has been suggested in the literature (e.g., Beard, Hoy, & Hoy, 2010; Deemer, 2004; Tschannen-Moran & Woolfolk Hoy, 2001), no studies have actually examined the relationship directly. The purpose of this quantitative study was to examine the relationship among the components of school culture and the factors of teachers' sense of efficacy. The perceptions of Michigan middle school teachers (n = 387) were obtained using an online survey via random cluster sampling. The survey included a professional demographic survey, the School Culture Survey (SCS) (Saphier & King, 1985 as modified by Edwards, Green & Lyons, 1996), and the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001). Correlations were used to examine the relationships among the TSES factors (Efficacy in Student Engagement, Instructional Strategies, and Classroom Management) and the SCS factors (Teacher Professionalism and Goal Setting, Professional Treatment by Administration, and Teacher Collaboration). The study showed weak significant positive relationships between SCS and TSES in 13 of the 16 correlations conducted. All of the relationships determined in the study were found to have small effect sizes. The greatest correlation values occurred between the SCS factors and teacher efficacy in student engagement. In addition, the SCS factor of professional treatment by administration had the highest correlations with each of the factors of TSES. Finally, teacher efficacy in classroom management did not have significant relationships with two of the three SCS factors or the SCS composite scores.

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

This investigation examined the relationships between teacher self-efficacy, teacher job satisfaction, and intent to leave. The 156 participants in the study were K-12 public-school teachers in the state of Ohio. A mixed-methods study consisting of questions relating to teacher self-efficacy, job satisfaction, and intent to leave was distributed to participants via snowball sampling. Results indicate that Job Satisfaction is significantly correlated with the teacher self-efficacy factors, while intent to leave is not. A multivariate analysis of variance (MANOVA) was conducted. Results of the MANOVA indicate that there is a statistically significant relationship between job satisfaction and the multivariate factor of self-efficacy, F(3,152) = 7.58, p < .001. The relationship that exists is an inverse relationship between teacher self-efficacy and job satisfaction—as self-efficacy increases, job satisfaction decreases. Inductive coding was used in the qualitative analysis to examine factors that cause teachers stress in their job and impact job satisfaction. The results of the study contradict previous research, the theoretical framework of Bandura's theory of self-efficacy, and the theory of self-determination. To recruit and retain high-quality teachers who provide the best educational outcomes for students, all stakeholders must closely examine the development and evaluation of teacher self-efficacy, the factors contributing to teacher job satisfaction, and then identify the connections between the two.

Doctor of Psychology (Psy.D.), Xavier University, 2024, Psychology

There is long-standing evidence that acquired capability and emotion regulation are key to understanding the progression from self-harm to suicide (Law et al., 2015; Turton et al., 2021; Van Orden et al., 2010). However, recent literature suggests that emotion dysregulation alone is not a sufficient explanation for non-suicidal self-injury (NSSI) and suicidality. Research has demonstrated that emotion-regulation self-efficacy (ERSE), or the belief in one's ability to regulate one's emotions (e.g., Gratz et al., 2020), is a factor in predicting the pathway between NSSI and suicidal behavior (Gratz et al., 2020). The purpose of this project was to examine the relationship between emotion reactivity, ERSE, NSSI, acquired capability, and suicidal thoughts and behaviors. Participants were asked to complete a screener and those who endorsed self-harm history were eligible to complete the follow-up questionnaire (N = 174). Findings indicated that ERSE is lower among people with history of NSSI and either suicidal ideation or suicide attempt history, as compared to those with only a history of NSSI. In addition, ERSE is negatively associated with emotion reactivity such that those with greater emotion reactivity have lower ERSE. ERSE predicted suicidal risk over and above emotion reactivity, acquired capability, and number of NSSI methods. Last, ERSE for positive affect predicted suicidal risk over and above emotion reactivity and acquired capability, such that those with lower ERSE have higher suicidal risk. Implications of these findings point to ERSE as a predictor for suicidal risk.

Master of Education, The Ohio State University, 2022, Kinesiology

Rock climbing is an alternative full-body exercise to mainstream forms of physical activity. It involves diverse avenues of engagement that challenge participants both physically and mentally. Such appeal, along with increased access to climbing through a rise in the number of indoor gyms and “airtime” on platforms such as the Olympics, has resulted in significant increases in climbing participation in recent years. Likewise, research in the field is expanding to meet the increased interest and address the abundant circumstances unique to study in climbing. This study was designed to adapt the Physical Activity Self-Regulation Scale (PASR-12), originally validated to assess physical activity-related self-regulatory behavior in the older adults, to the climbing population and explore the initial validity of this modified version of the scale for climbers. Both the PASR-12 and its adapted form to climbers, the Adapted Self-Regulation Scale for Climbers (ASRS-C), were administered. Additionally, a previously validated scale for the climbing population addressing another behavioral construct linked with self-regulation, self-efficacy, was also administered in the form of the Climbing Self-Efficacy Scale (CSES). A final, general physical activity self-efficacy scale was administered, the Multidimensional Self-Efficacy Scale (MSES), to compare the 2 valid and reliable assessments in the climbing population. Additional information was collected on the background/demographics of the sample, their climbing level and experience, as well as their amount of engagement in other physical activity. Results A total of 147 climbers took the survey (male n= 74, female n=65, non-binary n=8; M age = 32.56 years). Respondents average experience bouldering, top-roping, lead climbing, and traditional (trad) climbing was 16.7, 12.0, 15.3, and 13.7 years respectively. According to the International Rock-Climbing Research Association (IRCRA) ranking system by gender, on average, b (open full item for complete abstract)

Specialist in Education, Miami University, 2022, School Psychology

This study examined the relationship between preservice special education teachers' attitudes toward inclusion and their level of perceived self-efficacy in teaching inclusive practices. The data collected was analyzed with Rasch to determine which aspects of attitudes toward inclusion and self-efficacy of inclusive practice components are easier or harder to agree with. This hierarchy highlighted that the preservice special education teachers surveyed are well versed in collaboration with other professionals, new teaching models, and setting expectations for students. However, it is harder for preservice teachers to endorse having training or knowledge of specific special education laws to effectively support students with disabilities. Preservice teachers also indicated lacking prevention and management strategies for students with interfering behaviors in the classroom. The comparison outcomes suggest that there is a weak positive correlation between how preservice teachers responded on the TATIS and TEIP scales. The current professional role of the preservice teachers had no significant impact on their responses for both the TATIS and TEIP scales. However, the study highlighted some implications for teacher training having a focus on special education laws, interfering behavior prevention and classroom management, and individualized instruction models for students with specific needs.

Doctor of Philosophy, Case Western Reserve University, 2019, Social Welfare

A growing body of research suggests that neighborhood social and institutional characteristics may affect adolescents' depressive symptoms. However, less research has tested psychological mechanisms by which adolescents may internalize characteristics of their environments, and fewer studies have examined how neighborhood and family environments interact in ways that promote resilience from depressive symptoms. Informed by Bronfenbrenner's bioecological theory as well as Bandura's self-efficacy theory, this study examined the effects of neighborhood disorder, collective efficacy, and institutional characteristics on adolescent depressive symptoms both directly and indirectly through neighborhood self-efficacy. This study also examined whether or not those effects changed according to adolescents' higher or lower filial self-efficacy. This dissertation utilizes data from the Project on Human Development in Chicago Neighborhoods (PHDCN) in order to test latent variable structural equation models, and multigroup latent variable structural equation models, to explore the degree to which adolescents' neighborhood self-efficacy intervened upon links between their neighborhood characteristics and depressive symptoms. Latent variable structural equation models were tested on a sample of 1,390 Chicago adolescents within six months of their 9th or 12th birthdays at baseline. Multigroup latent variable structural equation models were tested on a slightly reduced sample of 1,135 Chicago adolescents. Analysis results suggest that neighborhood self-efficacy may convey some effect of neighborhood disorder on depressive symptoms such that adolescents living in more disordered neighborhoods report less neighborhood self-efficacy which, in turn, predicts more depressive symptoms over time. Further, adolescents living in neighborhoods with more youth-centered institutional resources reported both more neighborhood self-efficacy and fewer depressive symptoms. Finally, structura (open full item for complete abstract)

Master of Arts (M.A.), Xavier University, 2019, Psychology

This study explored the relationship of performance appraisal purpose with employees' job self-efficacy (JSE) and role-breadth self-efficacy (RBSE). Additionally, this study investigated if goal orientation acted as a moderator between the type of performance appraisal and both forms (JSE and RBSE) of self-efficacy. A total sample of 142 participants were asked to complete two surveys separated by two weeks that simulated administrative and developmental performance appraisals, respectively. Results indicated that neither form of self-efficacy was associated with either type of performance appraisal, and that goal orientation was not associated with a preference for either type of performance appraisal. Further, goal orientation did not moderate the relationship between type of performance appraisal and self-efficacy. This study adds to the research literature by examining the effect of performance appraisal purpose on employees' role-breadth self-efficacy and job self-efficacy. In addition, the potential relationship between goal orientation and preference for each performance appraisal type was tested. Additional analyses revealed that employees tend to prefer the developmental performance appraisal over the administrative performance appraisal.

Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

Stakeholders are interested in using technology to integrate nutrition education into the regular school curriculum as one strategy, among many, to combat the childhood obesity epidemic. The primary purposes of this study were to: (a) gain a better understanding of elementary teachers' perceptions concerning technology integration in nutrition education, and (b) identify factors influencing elementary teachers' self-efficacy for integrating technology into nutrition education. An online survey was used to collect demographic information, teacher perceptions of barriers to using technology to teach nutrition, teacher perceptions of barriers to teaching nutrition in general, teacher perceptions of supports for using technology to teach nutrition, and technology integration self efficacy for teaching nutrition. Frequencies, means, and standard deviations were calculated to gain a better understanding of teacher perceptions related to technology integration and nutrition education. Multiple regression analysis examined whether the variables (nutrition training and technology training) could predict elementary teachers' self-efficacy for utilizing technology to teach nutrition. One hundred sixteen elementary educators from a six county region in West Virginia completed the survey. All educators taught at schools participating in Marshall University's Nutrition Education Program. Results indicate that “Unavailability of personal technology for students' home use to learn nutrition (iPad, laptop, fitness tracker)” was the greatest challenge for teachers in using technology to teach nutrition. The two greatest challenges for teaching nutrition in general were “lack of appropriate resources” and “lack of instructional time.” Results of the multiple regression revealed an overall significant regression (p = .011) with a small effect size. Multiple regression analysis with four forms of training revealed that the variables professional development, undergraduate course, gr (open full item for complete abstract)

Doctor of Education, Ashland University, 2014, College of Education

Project-based learning (PBL) is a teaching method that has the potential to address the Common Core State Standards and 21st Century skills. I described four teachers' experiences with implementing PBL in middle school science and its effects on teacher self- and collective-efficacy. Pre- and post-implementation administrations of the Science Teachers Efficacy Belief Instrument (STEBI) indicated that teachers' overall self-efficacy did not change; however teachers experienced moments of changing self-efficacy, and high effort indicated high efficacy. Belief in the ability of the group indicated high collective efficacy. Some of the teachers had to adjust their concepts of teaching and learning. The findings are a call to school leaders to provide collegial support for implementing new curriculum and methods.

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

This study explored elementary teachers' mathematics teaching efficacy and epistemological beliefs. Quantitative research participants were 60 preservice elementary teachers in a Master of Education initial certification program. Three data points were used to consider the influence of a mathematics methods course and the student teaching experience. Self-report survey measures included teacher efficacy (TES), mathematics self-efficacy, a mathematics performance test, mathematics teaching efficacy (MTEBI) and mathematics epistemological beliefs (DSBQ). In a multiple regression analysis, teacher efficacy predicted mathematics teaching efficacy; mathematics self-efficacy and mathematics performance did not. Changes over time were examined through a repeated measures MANOVA. Mathematics epistemological beliefs did not change during the study. Teacher efficacy and mathematics teaching efficacy increased during the mathematics methods course. However during student teaching, mathematics teacher efficacy did not change and teacher efficacy decreased. Mathematics self-efficacy increased from the beginning to the end of the study. A repeated measures MANOVA revealed mathematics epistemological beliefs did not influence changes in mathematics self efficacy or mathematics teaching efficacy. This study qualitatively explored three novice teachers' mathematics epistemological beliefs, analyses of the contextual and task factors impacting mathematics teaching efficacy, and epistemological beliefs' influence on mathematics teaching efficacy. This research sought to clarify Tschannen-Moran, Woolfolk Hoy and Hoy's (1998) integrated model of teacher efficacy. Thematic coding and analyses of interview and classroom observation data were used to create teacher profiles. Dimensions of epistemological beliefs (Schommer, SEQ, 1990) served as a framework to analyze mathematics epistemological beliefs. For analysis of the teaching context, the teachers' school environment, student behavior (open full item for complete abstract)

Doctor of Education, University of Akron, 2011, Secondary Education

Self-regulated learning refers to students taking responsibility for what and how they learn in the classroom, and how it affects their thoughts and actions in their academic requirements. This action research case study sought to investigate the use of self-regulated learning (SRL) strategies and beliefs of secondary high school juniors enrolled in the International Baccalaureate English A1 curriculum at an urban secondary school. The focus of this study was students' behavior and beliefs through LASSI testing, phenomenological interviews, student journaling, classroom observations, and artifacts in an authentic classroom setting in the final semester of their junior year. The self-regulated learning strategies of Zimmerman and Pons (1986) were the foundation for this study in an attempt to align the SRL strategies and student beliefs with the International Baccalaureate student profile. Data were gathered through LASSI testing, triadic interviews, student journaling, external observations, and artifacts (an assigned research paper), and the results triangulated with the International Baccalaureate student profile and mission of "learning to learn." Emerging themes became apparent and were explored as the interview process continued at 3-week intervals. The emerging self-efficacy beliefs and strategy use elicited future questions as the results were analyzed and new interview questions were formulated. LASSI testing results were compared with students' interviews and journaling, as well as their reflection letters concerning their research projects. The SRL strategy of collective efficacy, or social assistance from peers, is considered to be the key factor in achieving academic success by all the subjects. The successful students employed forethought and goal-setting, and strategic planning, and found particular intrinsic value in their academic tasks. They valued student engagement, social assistance, and self-control processes. Their volition, or will to succe (open full item for complete abstract)

Ph.D., Antioch University, 2022, Antioch New England: Environmental Studies

As a social change discipline, social marketing has demonstrated its effectiveness in addressing many types of wicked problems. However, despite its utility in environmental contexts, it is neither well known nor widespread in its uptake in these settings. This study's purpose is to reveal opportunities to drive the adoption, implementation, and diffusion (“institutionalization”) of social marketing within the domains of environmental sustainability and natural resource conservation. This research considers the use of social marketing as an innovative practice within a diffusion of innovations framework and uses a systems lens to examine early adopter social marketing professionals and the institutional contexts in which they operate. It employs an exploratory sequential mixed-methods research design within a two-phased inquiry consisting of three independent but interconnected studies. The dataset includes 90 qualitative interviews and two quantitative surveys. The first phase of this research examined 1) challenges and opportunities facing the discipline, and 2) status and trends within social marketing formal academic training. Findings from this phase included a thematic analysis of challenges related to institutionalization that centered the conceptualization of the discipline alongside the importance of key aspects of organizational culture and the critical role of formal education and professional development opportunities. Recommendations were developed to address these challenges broadly as well as increase social marketing academic programming. The second phase consisted of a case study of environmental social marketing within the Pacific Northwest United States. Findings revealed several aspects of organizational culture and practice that can be considered success factors driving social marketing implementation, particularly the diffusion concepts of observability, relative advantage, adaptation and reinvention, and innovation champions. This study also i (open full item for complete abstract)

Master of Arts (M.A.), University of Dayton, 2022, Psychology, Clinical

This M.A. thesis project included a number of studies further examining the psychometric properties of the Self-Efficacy for Advocacy Scale (SEAS). The SEAS is a 218-item scale that assesses a person's self-efficacy for advocacy across a wide variety of (a) ecological domains (micro to macro), (b) social justice and human rights issues, and (c) specific advocacy behaviors. Study 1 provided evidence of convergent validity by showing that the SEAS correlates with another agency-related construct (i.e., community service self-efficacy), and Study 1 also replicated findings from past research (e.g., strong internal consistency). In Study 2, further evidence of convergent validity was established by showing that the SEAS correlates with a different agency related construct (i.e., perceptions of sociopolitical power), and evidence of discriminant validity was obtained by showing that the correlations between the SEAS and a measure of social desirability (including both impression management and self-deception subscales) were nonsignificant and negligible in magnitude. Study 2 also replicated past research (e.g., strong internal consistency). In addition, Study 2 found that the SEAS was sensitive (able to capture) changes in self-efficacy for advocacy that occur due to advocacy training. Study 3 examined data from a number of studies in order to establish a Preliminary Short Form of the SEAS. To do this, Study 3 used a hybrid psychometric strategy that included an empirical approach (i.e., a series of follow-up statistical analyses to select items passing psychometric criteria) and a rational approach (i.e., content analysis to select items that represent critical domains of the SEAS). All studies employed undergraduate students at the University of Dayton. Major limitations of SEAS validation research thus far, including (a) a need to more fully examine different types of reliability and validity and define the construct's nomological network and (b) a need to determine i (open full item for complete abstract)

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

The present study attempted to examine the general trends and details of English majoring Korean EFL college students' L2 academic writing anxiety and self-efficacy and to explore potential sources of their L2 academic writing anxiety and self-efficacy. Although affective aspects in second language acquisition (SLA) have been extensively studied over time, the majority of study has focused exclusively on the negative psychological aspects (e.g., language anxiety). On the other hand, self-efficacy has been considerably explored in the field of educational psychology to discuss the relationships between self-efficacy and academic performance. In the L2 context, however, self-efficacy is a more recent topic of interest, and only a few studies have explored both L2 writing anxiety and self-efficacy. Hence, drawing on Bandura's (1986) social cognitive theoretical framework, both negative and positive psychological dimensions centered around L2 academic writing anxiety and self-efficacy were chosen as the foci of the present study. This study adopted an explanatory sequential mixed methods approach to understanding quantitative results with more in-depth qualitative data (Creswell, 2014). The first quantitative phase of the study derived from a series of statistical analyses of survey data of a total of 174 participants by using two measurement scales, Cheng's (2004) Second Language Writing Anxiety Inventory (SLWAI) and Latif's (2015) English Writing Self-Efficacy Scale (EWSS); one independent writing task from the Test of English as a Foreign Language (TOEFL); and a background information questionnaire. In the following qualitative phase, there were two sets of qualitative data: one derived from open-ended questionnaire responses from a total of 150 participants and the other from individual semi-structured interviews of 16 participants. For the interviews, based on the survey results, 16 focal participants were selected and divided into 4 groups: (a) high anxiety and l (open full item for complete abstract)

Doctor of Philosophy, University of Akron, 2021, Counselor Education and Supervision

The purpose of this study was to investigate the relationships between spiritual well-being and burnout, examining general self-efficacy and resilience as mediators of this relationship among substance use disorder (SUD) counselors. Data were collected in September through October of 2020 during the COVID-19 pandemic. Seven hundred and fourteen SUD counselors across the United States completed a web-based survey including four instruments: the Spiritual Well-Being Scale (SWBS), the Generalized Self-Efficacy Scale (GSES), the Connor-Davison Resilience Scale 10 (CD-RISC 10), the Maslach Burnout Inventory–Human Services Survey (MBI-HSS), and a demographic questionnaire. Structural equation modeling was used to investigate the relationships among the variables. Spiritual well-being was a statistically significant predictor of general self-efficacy, resilience, and burnout. General self-efficacy was not a significant predictor of burnout. Resilience was found to be a statistically significant partial mediator of the relationship between spiritual well-being and burnout. Limitations and recommendations for future research on spiritual well-being and burnout among SUD counselors were discussed.

Doctor of Education, Miami University, 2021, Educational Leadership

This dissertation was intended to answer questions focused on the impact of the current teacher evaluation system on teacher self-efficacy. Data was gathered using three different data sources. First, semi-structured individual interviews were conducted with teachers who were evaluated on full cycle for the 2020-2021 school year. Second, observations were conducted during the post -observation conference between the educator and the evaluator. Finally, the educators in the sample group were asked to keep a reflection journal during one observation cycle. This phenomenological study was conducted to help understand the commonalities and differences in the lived experience within this particular group. The fundamental goal of the approach is to arrive at a description of the nature of the particular phenomenon (Creswell, 2013). Ohio's Teacher Evaluation System aims to be a professional growth model and is intended to be used to continually assist educators in improving teacher performance. Evaluation can potentially enhance a teacher's belief in their self-efficacy by being a tool for improving staff development to increase teacher enthusiasm and teaching efficacy (Finnegan, 2013). From the interviews, the educators shared their experiences which allowed three ideas to surface. First, the experience of an educator with the current teacher evaluation system depends on the educator's position, the evaluator's knowledge, and the relationship between the educator and the evaluator. Second, these educators don't rely on the current evaluation system to measure their effectiveness. A final theme emerged to describe the idea that even with an agreed upon Collective Bargaining Agreement outlines the process, the experience of each educator varies because each evaluator has his or her own style used to provide feedback. Additional themes emerged from the post-observation conferences including, questions asked by the evaluator, evaluator feedback given, areas of refin (open full item for complete abstract)

Master of Arts (MA), Bowling Green State University, 2021, Cross-Cultural, International Education

Many policymakers seek to improve mathematics proficiency and to reduce achievement gaps across ethnic groups in the United States. This study examines the relationship between parental involvement, self-efficacy, and mathematics achievement in middle school within a multiethnic school district in the United States Midwest region. A total of 454 students participated in a survey over the course of a school year. The survey was meant to investigate the interaction and perceptions of parental involvement, self-efficacy, and school achievement within the school's system across the various ethnic groups. I used Pearson correlations to analyze the data to determine if a statistically significant relationship exists between parental involvement and mathematics achievement, parental involvement and self-efficacy, and self-efficacy and mathematics achievement. Similarly, descriptive statistics and ANOVA were utilized to analyze student perceptions of these variables and differences across ethnic groups. Findings indicate that a significant relationship exists between parental involvement and self-efficacy. Similarly, a significant relationship exists between self-efficacy and mathematics achievement. However, no significant relationship exists between parental involvement and mathematics achievement. Results also showed that White students demonstrated the highest level of mathematics performance, while Black students demonstrated the least level of mathematics performance. Meanwhile, Black students showed the highest parental involvement perceptions while Multiethnic students expressed the lowest parental involvement perception. The students' perception of self-efficacy was low across the ethnic groups.

Doctor of Education (Ed.D.), Bowling Green State University, 2020, Leadership Studies

Literacy coaching is one professional development method for improving teacher expertise in reading instruction and providing continuous and job-embedded support (Lyons & Pinnell, 2001; Rodgers & Rodgers, 2007; Toll, 2005). Currently, a gap exists in the literature regarding studies examining the effects of specific coaching models (Garret, 2008) and the impact on Teachers' Sense of Efficacy in Literacy Instruction. The lack of a literacy coaching model can produce confusion among school leaders to create a clear vision for literacy improvement (Mraz et al., 2008). Therefore, this study adds to the developing literature. The purpose of this quasi-experimental retrospective study was to examine teachers' perceptions in regards to the impact of literacy coaching within The Literacy Collaborative program across one academic school year through the measurement of Teachers' Sense of Efficacy in Literacy Instruction as measured by the TSELI Scale (Tschannen-Moran & Johnson, 2011). Primary (K-3) and intermediate (4-6) teachers and literacy coaches from one large, urban school district in Southeast Ohio participated in the study. Teachers (n = 104) completed the Teachers' Response to Literacy Coaching Survey (TRLCS). The TRLCS contains 35 close-form items. Literacy coaches (n = 13) completed the Literacy Coach Perception Survey (LCPS). The LCPS includes 10 closed-form items. Survey items for the TRLCS and LCPS were selected from two existing instruments and modified into a retrospective pre/posttest design. Data were analyzed using t-test of related samples and forward multiple regression. The theoretical framework of self-efficacy was the foundation for this study (Bandura, 1977). Data analyses revealed the following broad conclusions as a result of literacy coaching in year 2 of The Literacy Collaborative framework: 1) Significant increase in overall TSELI and all TSELI items. 2) Teachers perceived the greatest gain of working with a literacy coach to be in matching (open full item for complete abstract)

Master of Arts (M.A.), Xavier University, 2019, Psychology

The current study examined the relationships between active and passive procrastination and self-regulation and self-efficacy. Participants completed a survey through Amazon's Mechanical Turk (MTurk) to measure levels of active procrastination, passive procrastination, self-regulation, and self-efficacy for completing work tasks. Findings suggested that individuals who exhibit higher levels of passive procrastination have lower levels of self-regulation and self-efficacy. There was no significant relationship found between active procrastination and either self-regulation or self-efficacy. Lastly, findings indicated that people who are better able to meet deadlines, which is a sub-dimension of active procrastination, showed higher levels of self-regulation and self-efficacy. These findings suggest that organizations should be aware of employees' level of passive procrastination and their ability to meet deadlines because of its impact on their performance and other work-related costs.