Master of Science, The Ohio State University, 2021, Psychology

This study investigated the influence of socio-demographics on emerging adults': (a) conceptions toward transitioning to adulthood; (b) sense of ethnic identity; (c) social emotional competence; and (d) coping strategies. A sample of N = 494 emerging adult college students (ages 18-30) completed a battery of measures to assess their approaches and attitudes toward adulthood and life functioning. This information was used to compare differences in emerging adult experiences across ethnic groups. It was hypothesized that there would be response differences between ethnic minority (African American, Asian American, and Latinx) and White emerging adults due to differences in cultural framework and socio-demographics. Frequencies and analysis of covariance were run to explore differences based on ethnic group, gender, and ethnic group x gender, controlling for socioeconomic status (SES). A bivariate correlational analysis was also conducted to establish a relationship between social emotional competence, coping strategies, and ethnic identity. Results showed that these variables were positively correlated with each other. There were also significant response differences found between ethnic groups regarding their: views on adulthood, ethnic identity, intra- and interpersonal skills, and dispositional coping tendencies when dealing with stress. Specifically, ethnic minorities reported an overall higher sense of ethnic identity and were more social-emotionally competent than Whites. They were also less likely to feel they had reached adulthood and reported higher tendency to engage in problem-focused coping than Whites. This study provides a nuanced approach to understanding how culture impacts emerging adults' experiences transitioning to adulthood. In turn, it builds a foundation for future research to investigate how social emotional competence and coping approaches may manifest differently for specific subgroups of emerging adults. Such research is especially (open full item for complete abstract)

Committee: Stephen Petrill (Advisor); Sarah Schoppe-Sullivan (Committee Member); Kelly Purtell (Committee Member) Subjects: African American Studies; African Americans; Asian American Studies; Black Studies; Counseling Psychology; Demographics; Developmental Psychology; Ethnic Studies; Gender Studies; Hispanic American Studies; Hispanic Americans; Latin American Studies; Psychology; Social Psychology; Social Work

Master of Arts (M.A.), Xavier University, 2020, Psychology

Individual differences impact how users interact with technology and many variables are likely to predict differences in the outcomes of training with virtual reality technology. This study explored if individual differences in perceptions of spatial ability and virtual reality self-efficacy significantly related to learning of virtual reality training content. In addition, perceptions of spatial ability and virtual reality self-efficacy were explored for their relationships with trainee reactions to virtual reality training in terms of affective reactions and utility reactions. Spatial ability significantly and positively related to all criterion variables in this study. Overall, virtual reality self-efficacy significantly and positively related to only affective reactions and did not significantly relate to learning of virtual reality training content or utility reactions. Factor analysis of the overall virtual reality self-efficacy measure allowed for a more informative interpretation of the hypothesized relationships of virtual reality self-efficacy. Lastly, several exploratory analyses were conducted to extend past virtual reality training literature and explore interesting questions posed during the research design phase. In this study, a sample of 92 undergraduate students completed a virtual reality training simulation wherein they embodied a patient facing progressive symptoms of Lewy Body Dementia and Parkinson's disease. Participants also completed several questionnaires and a pre- and post-assessment of their knowledge of Lewy Body Dementia and Parkinson's disease. Results of this study have relevance for further understanding the role of individual differences in predicting outcomes of training with virtual reality technology, as well as offer many potential avenues for future research to examine.

Committee: Mark Nagy Ph.D. (Committee Chair); Morrie Mullins Ph.D. (Committee Member); Erin Washington (Committee Member) Subjects: Educational Psychology; Educational Technology; Gerontology; Health Care; Health Education; Psychology; Social Research; Technology

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

Through this qualitative study, the story of the African American male as a learner in the public school system was investigated. There were 12 adult Black male participants, six of whom dropped out of school before completion, and six of whom graduated with a high school diploma. From their earliest memories, they shared their lived experiences in the public school setting. The findings from this study indicated that a supportive network, such as that provided in a two-parent household or by an adult mentor, was the critical factor in the success or failure of the African American male relative to graduating from high school.

Committee: Jane Piirto PhD (Committee Chair); James Chapple EdD (Committee Member); Rosaire Ifedi EdD (Committee Member); Howard Walters EdD (Committee Member) Subjects: African Americans; Education; Gender; Teaching

Master of Education, Cleveland State University, 2010, College of Education and Human Services

A developing trend in the world of education is separating students by gender via single gender schools, classrooms, or separation for certain subjects. The goal is finding out whether or not this segregation is beneficial to student achievement, if boys and girls learn differently, and whether or not these differences are biological or due to socialization. It is important to find these answers for educators to best serve their students. The approach was a review of the available literature, analyzing the studies involving student achievement at single gender schools, and studies about the differences in between the male and female brain and how the structure relates to their behavior. The research findings determined that there are significant differences in how boys learn versus girls. It happens extremely early on in life, if not prior to birth. There is compelling evidence for both biological and sociological influences. It is inconclusive to what extent each factors in to the equation. The research indicates that single gender schooling may be most beneficial for students in certain circumstances. Single gender schools have produced great gains in student achievement in areas with a disproportionately high population of “at risk” children. However, the study is limited in the lack of history for these programs, and the amount of variables involved. Schools that implement single gender programs may also have other distinct features that contribute their success such as more professional development for teachers, more community support, or a number of other factors. This remains a crucial topic for further research. It is essential to improve in the field of education to adapt to the needs of the constantly changing world.

Committee: James Moore PhD (Advisor); Anne Galletta PhD (Committee Member); Amanda Yurick PhD (Committee Member) Subjects: Behavioral Psychology; Education Philosophy; Educational Leadership; Educational Psychology; Educational Sociology

Master of Education (MEd), Bowling Green State University, 2012, Curriculum and Teaching

Play, including recess, is viewed by child development experts as beneficial to students' various aspects of development—social, cognitive, emotional, and physical. Recess is also deemed an opportunity for all to recharge and re-energize after hours of sitting and concentrating on instruction and assigned tasks. With the implementation of the No Child Left Behind Act of 2001, many schools across the United States replaced recess with instructional time in order to prepare better the students undertaking their state's standardized tests. Furthermore, instructional practices in elementary schools shifted from child-centered, play-based strategies to teacher-centered, didactic strategies. The purpose of this research was to examine fourth-grade teachers' beliefs about the value of play in child development and classroom instruction, the types of instructional strategies they actually use in their classrooms and their students' behaviors on the playground and in the classroom in a school with morning and midday recesses and a school with only midday recess. A qualitative phenomenological research method was used for this study in order to describe the lived experiences of teachers in the classroom and their students in the classroom and on the playground. Interviews and observations reveal that the teachers at both schools believe that play and recess are important to the development of their students, but neither has greatly modified instructional strategies to help students reap the benefits which arise through play during recess as the amount of time allotted to recess in both schools has decreased. Teachers' reliance on teacher-centered instructional practices may be due to misconceptions about play and play-based instruction. Professional development for teachers and school/district administrators is needed to help to nurture a positive philosophical understanding of play and play-based, student-centered instructional practices that can foster students' social, emo (open full item for complete abstract)

Committee: Eric Worch Ph.D. (Committee Chair); Jodi Haney Ph.D. (Committee Member); Tracy Huziak-Clark Ph.D. (Committee Member) Subjects: Curricula; Early Childhood Education; Education; Teacher Education; Teaching