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  • 1. Evans, Ben Mind over Management: LMX Relationships and Employee Reactions to COVID-19 Organizational Changes

    Master of Science (M.S.), Xavier University, 2023, Psychology

    The current study sought to understand employee perceptions of organizational change and whether changes implemented due to the COVID-19 pandemic would be interpreted differently based on employee mindset and their relationship with their leader. Variables of interest were types of organizational change, growth mindset, leader-member exchange (LMX) relationships, and satisfaction with change. Contrary to the hypothesis, employee growth mindset did not significantly correlate with satisfaction with change. Additionally, although a significant interaction was found between LMX and growth mindset on satisfaction with change, the plotted interaction revealed the observed form of the moderation to be inconsistent with the study's hypothesis. Instead of high LMX strengthening the relationship between growth mindset and satisfaction with change, growth mindset and satisfaction with change were more strongly related when LMX was low. The current study's results extend the theoretical application of mindset theory into the change management domain and provide guidance to organizations related to growth mindset within their workforce and generating leader-member relationships. Limitations and potential areas for future research are discussed.
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    Committee: Morrie Mullins Ph.D. (Committee Chair); Leann Caudill Ph.D. (Committee Member); Eric Barrett M.A. (Committee Member) Subjects: Organizational Behavior; Psychology

  • 2. Norman, Tiffany Examining the Relationship between Test Anxiety and Growth Mindset Among Elementary School Students in a Test-Driven Culture

    Specialist in Education, Miami University, 2021, School Psychology

    This research study explored the relationship between test anxiety and growth mindset for fifth grade elementary students in a midwestern, urban district. Researchers compared the levels of test anxiety and growth mindset for elementary students using the Implicit Theory of Intelligence Scale (ITIS) and the Children's Test Anxiety Scale (CTAS). The results were analyzed using a Pearson correlation and t-test to determine if there was a relationship between test anxiety and growth mindset. The results of the study indicate that there is a significant relationship between these two variables (r=.364; p=.029). No significant difference was detected between the male and female participants of the study. Future studies may continue to examine the relationship between these two variables as well as the impact that growth mindset interventions could have on student performance in diverse settings.
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    Committee: Sarah Watt PhD (Advisor); Paul Flaspohler PhD (Committee Member); Amity Noltemeyer PhD (Committee Member) Subjects: African Americans; Education; Educational Psychology; Gender; Teacher Education; Teaching

  • 3. Hall, Soraya A Case Study of a Talented Third-Grade Boy's Lived Experience Using Brainology®

    Doctor of Education, Ashland University, 2020, College of Education

    This dissertation researched underachievement tendencies of gifted learners and growth mindset. Researchers have concluded underachievement tendencies can lead to social and emotional difficulties and intrapersonal issues (See Tan, Kian Tan & Surendran, 2016; Roedell, 1984; Rubenstein, Siegle, Reiss, McCoach, & Burton, 2012). Gifted students often battle frustration, avoidance, and depression (Chan, 2012; Esparza, Shumow, Schmidt, 2014; Speirs Neumeister, 2016; Turner et al., 2002). Without intervention, some students fall behind academically and socially, which can lead to low satisfaction with life, drop out, depression, or suicide (Denholm, 1991; Krakovsky 2007). This study focuses on one student with academic talent who exhibited underachievement tendencies. The purpose of this study was to examine the experience of a gifted third-grader participating in Brainology's® growth-mindset intervention. Documenting the effect the experience had on the underachievement behaviors of this case student illuminated the possible impacts of a growth-mindset intervention on this student's behavior, responses, and attitudes.
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    Committee: Judy Alston Ph.D. (Committee Chair); Peter Ghazarian Ed.D. (Committee Member); Jennifer Groman Ph.D. (Committee Member) Subjects: Education

  • 4. Mlakar, Melissa Principals' Mindset: Growth or Fixed?

    Doctor of Education (Educational Leadership), Youngstown State University, 2019, Department of Teacher Education and Leadership Studies

    The constructs of mindset, leadership, and school climate interact within the school environment. Mindset drives decisions and behaviors, decisions and behaviors determine leadership style, and leadership style influences school climate. Finally, school climate impacts student achievement and success. Much of the research related to mindset, however, has been focused on students. The purpose of this study was to expand the research regarding mindset and school leadership. This quantitative, descriptive study surveyed building principals in 10 counties in northeast Ohio to determine their growth or fixed mindset. The Theories of Intelligence Scale (Others Form) was utilized to determine the principals' mindset. In addition, demographic questions such as gender, level of education, experience, community type, building level, and building size were included in the survey. The study found that 72.2% of principals had a growth mindset, 14.2% had a fixed mindset, and 13.6% scored as unclassified. There were no notable differences between the demographic groups. The findings from this research provide the basis for understanding the mindset of building principals. These results have implications for principal preparation programs and administrator professional development. In addition, the results provide information that can be used to grow transformational leaders within the school environment.
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    Committee: Jane Beese EdD (Committee Chair); Charles Vergon JD (Committee Member); Xin Liang PhD (Committee Member); Victoria Kress PhD (Committee Member) Subjects: Education; Educational Leadership; Educational Theory; School Administration

  • 5. Whitted, Whitney The Effect of Social Media Subtle Communication on Beliefs About Mental Illness Trajectories

    Master of Science, The Ohio State University, 2022, Psychology

    Many people with mental illness do not receive treatment (Reinert et al., 2021). Even when they do, 30-50% dropout prematurely (Roos & Werbart, 2013). One barrier to treatment seeking and uptake is the belief that nothing can be done about the symptoms. Not only is such a belief likely to deter treatment seeking, but it may also serve to undermine the treatment options available. Those who see depression or anxiety symptoms as stable or even innate are presumably less likely to actively engage in, and therefore benefit from, treatments that rely on patient-initiated behavior (e.g., modifying cognitions and behaviors). Carol Dweck (2006) highlighted the role of fixed and malleable mindsets in the context of studying children's beliefs regarding intelligence (Hong et al., 1999). Specifically, her research team found that children who viewed intelligence as a malleable feature that can be improved upon with effort performed better academically than those who believed intelligence is fixed and not amenable to change. Subsequent studies have shown that malleable mindsets are associated with fewer symptoms of depression and anxiety, lower negative emotionality, and less psychopathology in general (De Castella et al., 2013; Tamir et al., 2007; Schroder et al., 2019). Additionally, given the widespread use of social media to disseminate information about important issues, including psychological health, we sought to understand how the influence of social media communication regarding mental health impacts viewers' own beliefs about mental illness recovery. To do this, we conducted an experimental study with 321 student participants from a large Midwestern university. Participants were randomized into one of three conditions – fixed, malleable, or positive affect – and viewed a series of fictitious tweets. In the fixed condition, participants viewed tweet content presenting mental illness from a fixed mindset perspective. The malleable condition included tweet content presen (open full item for complete abstract)
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    Committee: Jennifer Cheavens (Advisor); Kentaro Fujita (Committee Member); Daniel Strunk (Committee Member) Subjects: Clinical Psychology; Psychobiology; Social Psychology

  • 6. Holloway, Jeremy Visualization for Growth Mindset of Underrepresented College Students

    Doctor of Philosophy, University of Toledo, 2020, Curriculum and Instruction

    This dissertation is intended to aid school systems in creating leadership education programs for high school and college aged students. A visualization education curriculum is potentially developed by using the research and commentaries of many pedologists, teachers, counselors, athletes, business individuals, and psychologists. Ideas include a focus on end-goals, S.M.A.R.T. goals, mental imagery, mindfulness strategies, and visualization exercises. With a foundation in helping students value their own identity, this curriculum can help link more personal meaning into the classroom by integrating them into relevant subject matter. In recent years, many researchers have been conducting studies on similar programs outside of education, and many have shown positive outcomes. Studies have shown increases in positive results in overcoming personal/professional challenges and obstacles, better relationships, and stronger values. By making visualization exercises apart of the educational foundation for a school's curriculum, children may gain a mindset that help them relate their goals with their current environment, and will give them a community of support upon which they can continue to build achievement.
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    Committee: Mark Templin (Committee Chair); Leigh Chiarelott (Committee Member); Dale Snauwaert (Committee Member); Madeline Clark (Committee Member) Subjects: Curricula; Curriculum Development; Education; Educational Leadership; Higher Education; Mental Health; Multicultural Education; Neurosciences; School Counseling; Teacher Education; Teaching

  • 7. Glasener, Kristine The Experiences of Students Taking Developmental Mathematics Courses

    PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

    This study explored the mathematical learning experiences of adult students enrolled in a community college developmental mathematics course during the Fall 2023 semester. The study's main objective was to identify the types of experiences that help adult students learn foundational mathematics. Another goal of the study was to provide empirical data to help design programs and strategies to assist students in being successful throughout their mathematical learning journey. This was an interpretive qualitative study that utilized responsive interviewing and artifact collection. Five participants were obtained through a pre-survey sent to 746 students enrolled in the lowest level course at a community college, Arithmetic/Pre-Algebra. This pre-survey collected general demographic and student information. The pre-survey also asked participants to rank their mathematics self-efficacy, growth mindset, and perceived care in the mathematics classroom. Finally, students took part – at varying levels of participation – in two interviews, artifact collection, and a post-survey. Through my analysis of the interview transcripts and shared artifacts, eight themes emerged. Five of the eight themes involve student perceptions and relate to 1) mathematics self- efficacy, growth mindset, and care diminish after elementary school; 2) low readiness for college-level mathematics; 3) the teaching environment and didactics implemented; 4) perceptions of the learning characteristics needed for success; 5) the absence of student barriers. The final three themes relate to the power of interactions, specifically, the power as it relates to 6) words, 7) actions, and 8) expectations. The study's findings provide implications for my teachings, my mathematics department, community colleges at large, and the field of mathematics education.
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    Committee: Scott Courtney (Committee Chair) Subjects: Adult Education; Community College Education; Mathematics Education; Teaching

  • 8. Torres Oquendo, Verónica Culturally Responsive Teaching and Self-Efficacy: An Examination of the Perceived Preparation of Teachers in Implementing Culturally Responsive Pedagogical Practices

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

    This dissertation provides an examination of teachers' perceived levels of cultural responsiveness, mindset, and self-efficacy, as well as the perceived effectiveness of their teacher preparation programs in preparing them to teach in culturally and linguistically diverse classrooms. The study was framed within the context of inequities and achievement gaps faced by increasingly diverse student populations in the United States contrasted to a historically White and monolingual teaching population and how ensuring that pre-service teachers experience diverse curricula and are exposed to diverse field experience can be instrumental in ameliorating these conditions by challenging mindsets. The study also examined how years of service influenced teachers' perceived levels of cultural responsiveness, mindset, and self-efficacy and how professional development for classroom teachers addressing cultural diversity could be instrumental in closing achievement gaps. The survey consisted of a modified instrument based on the Common Metrics Transition to Teaching Survey (NExT, 2016), specific questions about growth mindset based on the Theories of Intelligence (Others Form) scale created by Dweck and colleagues (Dweck, 2000), and self-efficacy questions based on the Teachers' Sense of Efficacy Scales (TSES) short-form survey, which was developed by Tschannen-Moran and Woolfolk Hoy (2001). Results indicated that teachers with diverse curricula and field experiences reported higher cultural responsiveness and self-efficacy. However, classroom teachers with more than six years of experience reported lower cultural responsiveness and self-efficacy levels, which supports the need for continued education and professional development opportunities for teachers addressing cultural-sustaining practices to increase teacher efficacy. Reflections, discussions, and implications for future research and actions are discussed.
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    Committee: Jane Beese EdD (Committee Chair); Patrick Spearman PhD (Committee Member); Kristin Bruns PhD (Committee Member) Subjects: Education; Educational Leadership

  • 9. Woolford, Dawn The Effect of a Cognitive Reappraisal Stress Management Intervention on Perceived Stress Among Pre-Licensure Nursing Students

    Doctor of Philosophy, University of Toledo, 0, Foundations of Education: Educational Psychology

    The problem of high levels of perceived stress among pre-licensure nursing students is an ongoing concern. Research demonstrates that high levels of perceived stress are correlated with decreased thought processes, loss of motivation, increased college dropout rate, in addition to physical and mental health distress. The purpose of this study was to compare perceived stress among pre-licensure nursing students in clinical nursing courses who participated in a cognitive reappraisal stress management intervention at the beginning of the semester to pre-licensure nursing students who participated in the same intervention at midterm in the semester. The study used a crossover design with a total of 47 pre-licensure nursing students assigned in two groups to compare the perceived stress levels among the two groups. Each group completed the Perceived Stress Scale (PSS) survey prior to the cognitive reappraisal stress management intervention at the beginning of the semester, again during the seventh week and the twelfth week of the semester. The quantitative data results showed participants who completed the intervention at the beginning of the semester reported no significant change in perceived stress level from week 2 to week 7, or week 7 to week 12 of the semester, but these participants did report a significant increase from week 2 to week 12 (p = .006) of the semester. Participants who completed the intervention at midterm of the semester reported a significant increase in perceived stress from week 2 to week 7 (p = .05) of the semester before completing the intervention, no significant change from week 7 to week 12 of the semester, then reported a significant change from week 2 to week 12 (p = .012) of the semester. These results show potential for this intervention to prevent increased levels of perceived stress and more importantly to decrease levels of perceived stress among pre-licensure nursing students.
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    Committee: Robert Topp PhD (Committee Co-Chair); Lisa Pescara-Kovach PhD (Committee Chair); Kathleen Mitchell DNP APRN-CNS (Committee Member); Florian Feucht PhD (Committee Member) Subjects: Curricula; Educational Psychology; Nursing

  • 10. Rossmiller, Ann Exploring the Relationship Between Preadolescents' Nuanced Early Nature Experiences and their Sustainable Mindset Development

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

    Early experiences with nature lead to an array of developmental benefits and learning across multiple domains. Such learning fosters an early connection to nature and the seedlings for environmental stewardship. This retrospective designed study investigates the relationship between nature-based early learning (NBEL) experiences and a developing sustainable mindset during preadolescence; a time when children form their identity, develop 21st century skills, make meaningful connections to place and community, and construct environmental literacy. Measurable outcomes include preadolescents' connection to nature and proenvironmental behavioral intentions. These two outcomes reflect developing sustainable mindsets appropriate for this age group. A combination of surveys with preadolescents and their parents were used to collect data to demonstrate the complexities of NBEL experiences, parental influence, and these factors' relationship with preadolescents' developing sustainable mindsets. Results found that across the nuanced NBEL experience groups, both parents and preadolescents reported high values of nature and concerns for the environments. Additionally, regardless of NBEL group membership, family responses indicated participants came from similar demographic backgrounds in terms of income and parental education level. Discussion of these findings suggest the importance of access to nature and SES when considering NBEL experiences and how these factors may be assessed in the future.
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    Committee: Victoria Carr Ed.D. (Committee Chair); Linda Plevyak Ph.D. (Committee Member); Benjamin Kelcey Ph.D. (Committee Member); Rhonda Brown Ph.D. (Committee Member) Subjects: Early Childhood Education

  • 11. Druggan, Jennifer Building on Strengths: Empowering Struggling High School Readers Using Key Strategies

    MAE, Otterbein University, 2023, Education

    The curriculum presented is for struggling high school readers so that they can use mastery experiences with two high yield reading strategies – self-questioning and summarizing – to improve their reading comprehension, which will build self-efficacy and help them to develop a growth mindset. The question that drove this research is what is the best way to meet the academic needs of a diverse student population in a remedial reading class in a way that helps them to build their literacy toolbox and develop a respect for and maybe even a love of lifelong learning? The curriculum is built upon current research of the Active View of Reading Model in conjunction with best practices in reading comprehension strategies and tools to build self-efficacy and a growth mindset. The unit plan outlines how to use a variety of graphic organizers to help students organize and comprehend short stories, videos, novels, textbooks, and non-fiction resources that can be found in an Environmental Science classroom as well as ways to utilize self-questioning and summarizing to increase students' comprehension. It also incorporates Fisher and Frey's Gradual Release Model and collaborative conversations to help students increase self-efficacy.
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    Committee: Dee Knoblauch (Advisor); Allison McGrath (Committee Member); Carrie Scheckelhoff (Committee Member) Subjects: Reading Instruction; Secondary Education

  • 12. Wilson, Kendra Stress Mindset: How Is It Working, When Does It Work?

    Master of Science, The Ohio State University, 2023, Psychology

    Research on stress mindset, the tendency to view stress as enhancing or debilitating, has largely focused on mostly white undergraduate samples, has provided inconsistent mechanisms linking mindset to stress outcomes, and has not used longitudinal data to examine chronic stressors in participants' daily lives. The present work will provide insight into how stress mindset fits into the stress process, whether stress mindset can improve longitudinal stress outcomes in response to a chronic national stressor, and whether stress mindset is equally protective against stress due to discrimination and systemic racism that is experienced by Black Americans. Across 2 studies we examine how stress mindset alters stress outcomes and propose a model where stress mindset directly influences perceived stress, which in turn influences stress outcomes. We find that stress mindset may have boundary conditions on the types of stress it can protect against, namely discrimination-related stress, and thus may not be equally protective for Black Americans. We attempt to elucidate this difference in the stress-protective effects of stress mindset and discuss future directions.
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    Committee: Baldwin Way (Advisor); Russell Fazio (Committee Member); Steven Spencer (Advisor) Subjects: Psychology; Social Psychology

  • 13. LoGalbo, Linda High Performing African American Students: Defying the Achievement Gap

    Doctor of Education (Educational Leadership), Youngstown State University, 2023, Department of Teacher Education and Leadership Studies

    The achievement gap is commonly associated with high poverty urban schools, however, in suburban, middle class America, the achievement gap still manifests itself (Ogbu, 2003). Commonly referred to as an excellence gap, this gap is the discrepancy between high performing African American students and their peers (Rambo-Hernandez et al., 2019). However, there are high performing African American students that achieve success in schools. This mixed methods study explored the lived experiences of high performing African American students in a suburban school. The two-part study included a survey with quantitative questions, Growth Mindset scale, and Grit scale, as well as qualitative interviews. There were 18 participants for the survey and 10 participants for the semi-structured interviews. The findings identified challenges for high performing African American students including isolation, microaggressions, curriculum, representation, recommendations, and competition. To combat these challenges, high performing African American students identified family, friends, engagement in school, and the ability to code switch as personal factors in their academic success, while school factors for success included the school environment, supportive staff, relationships, and extracurricular activities. This study provides a counternarrative to the underperforming African American students in public schools. By studying high performing African American students in schools, school leaders can focus their efforts to create a school environment where all students succeed.
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    Committee: Jane Beese EdD (Committee Chair); Christopher Basich EdD (Committee Member); Kristin Bruns PhD (Committee Member); Patrick Spearman PhD (Committee Member) Subjects: African Americans; Education

  • 14. Gick, Lisa Theoretical Modeling for Curious Leadership and Instrument Development and Validation for Measuring Curious Leader Capacity

    Ph.D., Antioch University, 2023, Leadership and Change

    When curious, we admit we do not know. With the contemporary workplace emerging through increased complexity, leaders are compelled to shift mindsets and practices from more traditional methods to those more in service to the uncertainty of the day. The purpose of this mixed-methods study was to generate an integrated theoretical framework for curious leadership, a validated scale for its measurement, and practical methods for engaging differently in the context and practice of leading. Drawing from the literature review of relational leadership, adaptive leadership, complexity leadership, growth mindsets, and curious behavior, and from my practice, 12 sub-constructs were identified as possible scale components of curious leader behavior. A mixed-methods approach was taken with three differently composed focus groups who reviewed the 12 sub-constructs and honed them to four based on their intersections in Phase 1 of the study. In Phase 2, a survey was thereby developed identifying 66 items for further subsequent appraisal. A finalized survey was undertaken with 274 respondents. From principal and confirmatory factor analysis, four sub-scales were eventually identified: Encourage Emergence, Enable Openness, Engage Experiments, and Honor Humanness resulting in the development of the Gick Curious Leader Capacity Scale. The scale's application and future implications for research and practice are discussed. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.
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    Committee: A. E. Lize Booysen DBL (Committee Chair); Carol Baron PhD (Committee Member); Donna Chrobot-Mason PhD (Committee Member) Subjects: Management; Organization Theory; Organizational Behavior; Social Research

  • 15. Fullington, Sarah Investigating Students' Intelligence Mindset in the Chemistry Laboratory: Assessing Students' Beliefs about Effort, Ability, and Success in the Undergraduate Chemistry Laboratory

    Doctor of Philosophy, Miami University, 2022, Chemistry and Biochemistry

    The undergraduate chemistry laboratory is believed to be a vital component of the chemistry curriculum. However, there continues to be little evidence regarding students' learning in the laboratory despite the substantial time, money, and resources put into them. More evidence is needed to support the claim that the chemistry teaching laboratories foster student learning by designing assessments to understand more about how students learn in the laboratory. Our research aims to describe and characterize students' mindsets in the context of a first-year undergraduate chemistry laboratory by analyzing their descriptions of their beliefs about effort, ability, and success. Dweck's Implicit Theory of Intelligence guided the data collection and analyses in this study. The theory describes that some students believe intelligence is fixed and generally arises from natural ability. Conversely, some students believe that intelligence can be improved through effort and by seizing challenging earning opportunities. Mindsets are context-dependent. Students' were recorded in the laboratory through the use of first-person action cameras and then students participated in semi-structured, video-stimulated recall interviews. During the interviews students were asked to describe how they define effort, ability, and success. The data corpus was analyzed both deductively and inductively and used to inform the design of The Intelligence Mindset in the Chemistry Laboratory (IMCL) assessment. The IMCL was designed to measure students' mindsets within the context of the undergraduate chemistry laboratory. Evidence for the validity and reliability of the data generated by the IMCL as well as comparisons between the hybrid and online laboratory student responses are presented herein. Results from these studies revealed mindset in the chemistry laboratory is not binary but instead exists along a continuum from fixed to growth, and that students' implicit beliefs about intelligence vary consid (open full item for complete abstract)
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    Committee: Stacey Lowery Bretz (Advisor); Ellen Yezierski (Committee Chair); Jennifer Blue (Committee Member); David Tierney (Committee Member); Michael Crowder (Committee Member) Subjects: Chemistry; Education

  • 16. Cadotte, Jill Internal Auditor Role Conflicts and Coping: A Study of the Relationships Between Issue Severity, Perceived Organizational Support, Implicit Beliefs, and Coping Strategy

    Doctor of Philosophy, Case Western Reserve University, 2021, Accounting

    Chief internal auditors have expressed the importance of effectively coping with conflicting pressures. Prior research suggests personality traits and organizational factors may influence internal auditor coping decisions. This study proposes that the psychology theory of implicit personality beliefs about abilities aligns with coping strategies in role theory. A person's implicit beliefs about abilities may influence the strategies they choose to cope with conflict, considering varying levels of organizational support and severity of audit findings. The theory suggests individuals with an incremental belief (dynamic belief) toward abilities will be more likely to successfully cope with conflict than are individuals with an entity belief (fixed belief). The theory suggests individuals with an incremental belief are more likely to engage in negotiations with management to gain agreement on issues and implement corrective actions. Practitioner guidance expects the internal auditor to assess the risk for audit findings (i.e., issue severity) in determining appropriate corrective actions. Through an experiment measuring implicit beliefs and manipulating organizational support and issue severity, the impact of these antecedents on coping strategy was evaluated. The results indicate that issue severity is a key predictor in internal auditor coping strategies. However, varying levels of implicit beliefs and organizational support did not significantly influence coping strategies.
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    Committee: Timothy Fogarty (Committee Chair); Thomas King (Committee Member); Anthony Bucaro (Committee Member); Corinne Coen (Committee Member) Subjects: Accounting

  • 17. Podila, Laxmi Mounika Practice-Oriented Cybersecurity Training Framework

    Master of Science, University of Toledo, 2020, Engineering (Computer Science)

    This thesis titled "Practice-Oriented Cybersecurity Training Framework" offers training applications that will be used as a pedagogy improving tool in the field of cybersecurity education. We believe involving students in active learning by including hands-on intuitive activities to be highly effective in the field of cybersecurity education. The Practice-Oriented training framework contains three malicious android applications namely Email-Lite-Scare, Shop-Shock-Struck and Play- Read-Disrupt that have been developed. The malicious applications are pretend malware that portray the signature behaviors of scareware, ransomware and privacy extortion respectively. To involve students and also to establish an active-learning environment an android application is provided to students as self-exploratory cybersecurity exercise. Psychological learning is emphasized in this approach by exercising the application extensively. Through this we aim to make them cyber aware to recognize new threats and respond to mitigate them. The primary focus of this study is on finding innovative and productive ways to expose high school students to cybersecurity. With advances in technology and the growth in the use of the internet through mobile devices, cybercrime has led to greater exposure for organizations and individuals. Teenagers are easy targets of these cybercrimes, as educating students on current cyber-attacks is seen as a powerful tool to teach cybersecurity, there is a need to educate them on cybersecurity trends. Practice-Oriented cybersecurity training framework is a tool to bridge the skill-gap. The underlying goals also include to develop a security mindset, spread awareness on threats associated with smartphone/tablet usage, and to inculcate interest in cybersecurity careers among high school students. This work contributes to "InviteCyber" project for high school students.
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    Committee: Ahmad Y Javaid (Committee Chair); Devinder Kaur (Committee Member); Weiqing Sun (Committee Member) Subjects: Academic Guidance Counseling; Computer Engineering; Computer Science; Curriculum Development; Education

  • 18. Bandreddi, Jyothi Study of Cybersecurity Awareness Enhancement through Mobile Applications for High School Students

    Master of Science, University of Toledo, 2020, Engineering (Computer Science)

    Technology developments and the growth in the use of the Internet through mobile devices have contributed to greater visibility of cybercrime by organizations and individuals. As teens are easy targets of these cybercrimes, they need to be trained on developments in cybersecurity as educating students on current cyber attacks is seen as a powerful tool to teach cybersecurity. This work presents a pedagogical strategy to train students to recognise and respond to potential attacks to alleviate them. This is achieved by cybersecurity activities based on observational, experiential, and real-life practice. Two malicious phishing android applications have been developed, namely Social-Phish, Chat-Phish, and one focusing on cyber-secure practices, namely Quiz Your Permissions. By thoroughly exercising the application, psychological learning is emphasized in this approach. The underlying objectives of this research are to establish a security mindset, to raise awareness of threats associated with the use of smartphones and tablets, and to instill interest among high school students in cybersecurity careers.
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    Committee: Ahmad Y Javaid (Committee Chair); Devinder Kaur (Committee Member); Weiqing Sun (Committee Member) Subjects: Computer Engineering; Curriculum Development; Education

  • 19. Fisk, Alan The Effect of Social Factors on Project Success Within Enterprise-Class System Development

    Doctor of Management, Case Western Reserve University, 2010, Weatherhead School of Management

    Over time enterprises have woven together a fabric of processes, information structures, and computer tools to conduct their day-to-day business. Many of the components of this patchwork of systems cannot work together effectively, as the underlying models are incompatible. There is however, a strong business case to be made for ensuring that end-to- end business processes are interoperable, both across the enterprise, and with other enterprises. Qualitative research demonstrates that distinct cultures and non-overlapping knowledge between IS development (ISD) team members impedes system development success. It also identifies Boundary Spanning mechanisms as a significant mitigator. We develop these ideas further by exploring the mechanisms of knowledge sharing in project teams covering overlapping competence, and the presence of knowledge integration mechanisms - acculturation, boundary spanning roles- in how they affect ISD success. We utilize survey data derived from 139 ISD projects in a global US automotive OEM, completed between 2006 and 2009. We show that boundary spanning roles, acculturative processes, and cross-domain knowledge affect in significant ways IS development success. In particular, we demonstrate that facilitative boundary spanning roles - ambassador, coordinator, and scout - moderate the relationship between accumulated IS business domain knowledge and ISD success, and that IS business competence is partially determined by acculturation among IS team members, and the technical competence of the IS team. Teams with low levels of business domain knowledge may be able to mitigate their business knowledge deficit by engaging in boundary spanning behaviors as to enhance the flow of information across the team's knowledge boundaries.
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    Committee: Kalle Lyytinen, Ph.D. (Advisor); Nick Berente, Ph.D. (Advisor) Subjects: Information Systems

  • 20. Cody, Morgan A closer look at mindset and grit among third grade students in gifted education: A comparative study

    Specialist in Education, Miami University, 2019, School Psychology

    Grit and growth mindset are two non-cognitive factors related to academic success. This study explored the following questions: 1) do the mindsets or grit of gifted students differ from the mindsets or grit of the general student population, and 2) are there any associations between young students' grit, growth mindset, and academic achievement? The study's sample consisted of third graders (N=35) in a sub rural Midwestern school district, some of which had been identified as `gifted' (n=13) by the school district. Their grit, mindset, and academic achievement and growth in math and reading were assessed through the Short Grit Scale (Duckworth & Quinn, 2009), Growth Mindset Questionnaire (Dweck, 2008), and STAR reading and math tests (Renaissance Learning, 2014), respectively. Results from one-way ANOVAs indicated that gifted students exhibited higher levels of grit than non-gifted students, and gifted students displayed significantly less growth in math and reading from fall to spring compared to non-gifted students. Pearson correlations indicated many significant associations between the variables of interest, differing by gifted identification status. This study questions whether gifted identification, as well as grit, may actually negatively impact student growth and explores implications in the field of education and School Psychology in particular.
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    Committee: Sarah Watt PhD (Committee Chair); Vrinda Kalia PhD (Committee Member); Kristy Brann PhD (Committee Member) Subjects: Educational Psychology