Browsing by Author "Jones, Sara J."
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Item A Systematic Review of Research on Moderators in Asynchronous Online Discussions(2022-05-12) Ahlf, Michael W.; McNeil, Sara G.; Gronseth, Susie; Lee, Mimi Miyoung; Jones, Sara J.; Hutchison, Laveria F.Background: The term moderator was first used to describe a leadership role in online educational discussions over 40 years ago. Over multiple decades of research, the term and the roles it describes have been defined inconsistently, with four conceptual frameworks offering differing positions on the responsibilities and functions of a moderator. Purpose: This three-paper dissertation examined the usage of the term moderator in asynchronous online discussions (AODs) and the associated definitions of roles, situating usage of the term in current literature and providing insight into trends and impact areas related to the role of moderators in online educational discussions. The findings could be valuable to researchers investigating ways to support students in online courses, policymakers creating guidelines for online course designs, and practitioners seeking best practices in planning and implementing moderated AODs in courses. Methods: The three papers present portions of a systematic review study. The first paper addresses the scoping process, including systematic review protocols. The second paper is a reflective analysis of researcher experience through conducting the systematic review. The third paper reports the systematic review’s key findings. Results: The first paper reports a review of 76 sources in which disparate perspectives regarding moderator definitions, identities, roles, duties, and training programs were observed. Using a comparative analysis of four conceptual frameworks on moderation, a taxonomy was generated that delineates moderator duties into managerial, monitoring, pedagogical, technical, and social roles. The first paper concludes with definitions of the protocols that could be used for a systematic review on this topic. The second paper highlights the need for a robust scoping process that precedes a systematic review and offers benefits of mitigating unexpected issues that can arise relating to search results and sources. It also offers guidance regarding the refinement of protocols during a systematic review study. The third paper reports results from the systematic review of 52 sources. Key findings include the following: (1) nearly half of the 52 papers did not cite a conceptual framework focused on moderation; (2) the field is discordant, lacking consensus in themes for research designs, outcomes, foci, and questions; (3) half of the 52 reviewed papers involved case studies or similar small study designs; (4) the majority of papers collected data on students in higher education, but there was a lack of consistency in the reporting of demographic information; (5) research foci tended toward investigating peer moderators or the role of the instructor as a moderator; (6) research questions tended to focus on strategies of moderators or student performance and discussion quality; (7) most definitions or expectations of a moderator included discussion and social management duties. Conclusion: With continued expansion of online education, there is a growing need for instruction and frameworks to assist practitioners in implementing effective moderated AODs in their curricula. This systematic review illuminates the need for continued research on the topic and provides direction for future research that can contribute to refinement of discussion moderation techniques and implementation.Item An Analysis of Classroom Teaching Practices Associated with Middle School Students’ Self-Efficacy for Writing(2014-05) Johnson, Liesl Parker 1983-; Fan, Weihua; Mountain, Lee; Jones, Sara J.This study explores the strength of correlations between 109 middle school students’ levels of self-efficacy for writing and 9 of their language arts teachers’ practices in the classroom as perceived by the students. Four of those teaching practices correlated positively and significantly, but not strongly, with students’ self-efficacy for writing, and multiple regression provided a moderate improvement in predictive power. These results indicate that increasing the consistency of implementing the following practices may result in approximately a 10% or higher increase in students’ writing self-efficacy: assigning tasks of appropriate challenge, using students’ exemplary writing as models, and offering both verbal feedback on and verbal praise of students’ writing. The findings add new information to the literature on developing self-efficacy for writing and may allow middle school language arts instructors to make informed decisions about teaching practices that influence their students’ motivation for writing.Item Indirect Effects of Preschool Vocabulary, Social Skills, and Inattention on First and Second Grade Reading Comprehension in Latinx Dual Language Learners(2021-08) Clayton, Rebecca Johnson; Gonzalez, Jorge E.; Keller-Margulis, Milena A.; Fan, Weihua; Jones, Sara J.Background: Early vocabulary skills, social skills, and inattention are linked to children’s later ability to read with comprehension. However, little is known about the mechanisms by which vocabulary, social skills, and inattention contribute to later reading comprehension in Latinx dual language learners (DLLs). Purpose: This study examined (1) the extent to which social skills and inattention in the middle of preschool mediate the relationship between receptive and expressive vocabulary skills at the beginning of preschool and reading comprehension at the beginning of first and second grade and (2) the extent to which receptive and expressive vocabulary skills at the end of preschool mediate the relationship between social skills and inattention in the middle of preschool and reading comprehension at the beginning of first and second grade in Latinx DLLs. Methods: Participants included 223 Latinx DLLs who participated in a larger study investigating the effects of a shared-book reading intervention on vocabulary skills. The study occurred over four years with participants’ vocabulary skills, social skills, and inattention measured in preschool and their reading comprehension assessed in first and second grade. Mediation analyses were conducted using ordinary least squares path analysis with bootstrapping. Results: Students with fewer inattention problems in preschool had significantly higher reading comprehension scores in second grade due to higher receptive vocabulary at the end of preschool. Additionally, students with higher expressive vocabulary at the beginning of preschool had significantly higher reading comprehension abilities in second grade, and students with higher receptive vocabulary at the end of preschool had significantly higher reading comprehension abilities in first and second grade. Conclusion: These findings suggest that targeting receptive and expressive vocabulary and attentive behaviors in preschool may be important for enhancing later reading comprehension abilities in Latinx DLL students.Item Online Learning Experiences of International Graduate Students(2016-05) Rab, Saira; Jones, Sara J.; Wiesner, Margit F.; Zou, Yali; Craig, Cheryl J.Education is the fifth largest export of services in the U.S creating approximately 23 billion dollars in revenue to the U.S. economy (IIE, 2003; Lee & Rice, 2007; Thompson, 2013). Understanding experiences of international graduate students at institutions of higher education in the U.S. is critical to retaining a competitive edge and delivering a high quality, transformative pedagogical experience. For example, seven of every ten graduate students earning their degrees in electrical engineering in the U.S., and 50% of graduate students in other engineering fields are international students (Anderson, 2014). A significant portion of our higher education exports consist of online courses (Anderson, 2014; Dykman & Davis, 2008; Thompson, 2013). The growth of international graduate students’ challenges with online courses has emerged as a relatively new phenomenon in higher education (Chen, Bennett, & Maton, 2008), such as lack of immediate feedback within online courses. With the projected growth of international graduate students as a special population in higher education and in online education (Thompson, 2013), there is a critical need to study online education with international graduate students. This primary research project sought to identify the challenges and benefits faced by international graduate students within online learning, with an emphasis on how student experiences, attitudes, and perceptions vary by country of origin and their major. Additionally, the qualitative interviews add to the prior research themes to identify what challenges international graduate students face when they shift, not only from one country to another, but also from one modality of learning to another. This qualitative approach can help researchers and university administrators/international student counselors to understand the unique challenges of the largely ignored international graduate student population within the online learning context (Dykman & Davis, 2008). International participants included two Chinese, two Middle Eastern, two European, and six Indian graduate students. A semi-structured interview session took place and follow-up interviews were conducted to reach saturation in the themes. Overall, ten common themes among the international graduate students was created, for example, all participants (N = 12) preferred face-to-face courses, wanted communication with professors in person even if the course was online (for clarification or putting a face to a name), and stated that online courses are beneficial if you have a full-time job, kids, or live far away. The themes presented highlight issues and benefits international graduate students face as they take online courses.Item Secure Attachment and Career Indecision: The Mediating Role of Emotional Intelligence(2017-12) Phang, Ayoung; Arbona, Consuelo; Lee, Mimi Miyoung; Fan, Weihua; Jones, Sara J.Background: Many college students struggle with career indecision and its problematic outcomes. Thus, it is important to gain a better understanding of the antecedents of career indecision to facilitate career development in this population. Over the past few decades, researchers have been trying to understand the career decision-making process from interpersonal and affective perspectives. Previous findings suggest that the negative relation of secure attachment to career indecision may be mediated by emotional intelligence. Purpose: The primary goal of the present study was to examine a model which links secure attachment with career indecision through the mediating role of emotional intelligence. It was hypothesized that secure attachment will be positively associated to emotional intelligence, and, in turn, higher levels of emotional intelligence will be negatively related to career indecision. In short, the indirect negative relation of attachment security to career indecision through emotional intelligence will be statistically significant. Methods: Participants included 419 male and female undergraduate students from a large southern university. The following measures were used to assess the constructs of interest: The Inventory of Parent Attachment, The Career Decision-Making Difficulties Questionnaire, and The Assessing Emotions Scale. To examine the proposed mediational model, bootstrapped bias-corrected 95% confidence intervals of the indirect effect were calculated with the PROCESS macro in SPSS (Hayes, 2013). Results: The indirect effect of emotional intelligence on the relation between secure attachment and career indecision was statistically significant. Conclusions: Results suggest that the ability to manage emotions is one of the pathways that explain the association of secure attachment to lower levels of career indecision. The link among these constructs offer suggestions for novel intervention ideas for career counseling with college students.Item Self-Regulated Learning Characteristics of First Generation College Students(2016-12) Antonelli, Janeen R. S.; Hawkins, Jacqueline; Burridge, Andrea Backscheider; Reyes, Augustina H.; Jones, Sara J.The purpose of this study was to explore the characteristics of first generation (FG) college students in terms of the SRL components upon which many college student success courses (SSC) are designed. Using an ex post facto research design, the author analyzed the archival records of 914 full-time degree-seeking undergraduate students who had self-enrolled in a required SSC at a large, demographically diverse university over six consecutive semesters (Fall 2012 - Spring 2015). Defined as a student for whom neither parent had any type or quantity of education beyond high school, FG college students (n = 288) comprised 31.5% of the total data sample. The web-based Learning and Study Strategies Inventory (LASSI) 2nd edition was used to measure students’ SRL characteristics by generational status at course entry. Analyses were conducted in two phases. First, descriptive statistical analyses of the archived LASSI data revealed that FG college students did not score universally higher or lower than non-FG college students. Moreover, both FG and non-FG undergraduate students scored lower than 50% of the national norming sample on most scales, suggesting several productive areas for intervention. Second, findings from ten independent samples t tests revealed that FG students were significantly more interested in and had better attitudes toward achieving academic success than non-FG students, though both groups scored at a level indicating an area of relative weakness. No other statistically significant differences were found. Results suggest that college students’ FG status and its relationship to SRL are complex. These findings have important implications for students, administrators, policymakers, and practitioners. Strengths and limitations of the study are discussed and a professional development action plan is advanced for the purpose of improving postsecondary outcomes and opportunities for all students.Item Self-Regulation Skills of Students Attending a Personalized, Mobile Middle School(2016-12) Thorpe, Johanna L.; Hawkins, Jacqueline; Jones, Sara J.; Reyes, Augustina H.; Burridge, Andrea BackscheiderIn the interest of cultivating a highly skilled 21st century workforce, instructional practices in schools are deviating from more traditional models to student-centered, technology infused practices contingent on intrapersonal skill refinement to self-direct and maximize learning. Situated in adult learning theory, self-directed learners identify learning needs, plan a path to knowledge acquisition, time manage, and evaluate progress and resources during learning experiences. Students can master their own learning process towards self-directedness through the practice of key self-regulated learning (SRL) strategies. However, consistent with research in self-regulation, variations in the sophistication and use of SRL skills can be dependent on the presence of certain student characteristics. The present study will use mixed methods to investigate 27 middle school students’ self-reported ability self-regulate during student-centered instruction in a personalized, mobile school located in a large Southwestern urban gateway city. Pre and post Learning and Study Strategies Inventory (LASSI) scores reported students’ ability to concentrate, manage time, self-test, and use study aids over a short period of time. Findings indicated the self-testing scale showed a discernible trend in the appropriate direction over a brief period of time though no significance could be found. Implications for the school are discussed and an action plan to bolster the capacity of teachers to support students’ ability to self-regulate learning in a personalized, mobile middle school follows.Item Strengthening Post-Secondary Readiness by Cultivating Growth Mindsets(2016-12) Witney, Elliott Jordan; Hawkins, Jacqueline; Reyes, Augustina H.; Burridge, Andrea Backscheider; Jones, Sara J.Educators and educational systems repeatedly debate and design policy, build strategic plans for schools and school systems, and write daily classroom lesson plans to address widening gaps in academic performance and postsecondary success across lines of advantage. The implications of these widening gaps are extraordinary. Many efforts show promise and are worth further exploration. These reform efforts are not enough. Other factors – often psychological in nature – affect children during key life transitions such as middle to high school and must be considered as part of a holistic reform strategy. Research conducted in fields like experimental social psychology identifies complementary approaches that have dramatic and often surprisingly lasting effects for some children. One example is growth mindset – the belief that talent is not innate but can be developed. During student transitions from 8th to 9th grade, can short, cost-effective mindset interventions improve academic performance as well as improve resilience when work becomes more difficult? This is an archival study (AS) conducted on one of the high schools in a national study (NS) piloting a brief mindset intervention. This AS sought to understand the effects on 508 9th graders (268 males, 240 females) at one of the pilot schools – a demographically diverse, suburban high school. The results of the study include: increased growth mindsets in students generally, including an 8% improvement for the treatment group and a 7% improvement for students who qualified for free or reduced-price meals (FARM) regardless of whether or not they received the treatment; academic improvement for students who do not qualify for FARM; and, academic improvement for students who held a C- or higher GPA in 8th grade.Item The Effects of a School-Based Mentoring Program on Adolescent Well-Being: A Dual-Factor Model Perspective(2019-08) Anderson, Jacqueline R.; Gonzalez, Jorge E.; Smith, Bradley H.; Jones, Sara J.; McQuillin, Samuel D.Background: To address the unmet mental health needs of adolescents, alternative mental health service models need to be explored. One solution involves expanding the range of personnel who can deliver mental health services while reconceptualizing mental health service delivery through alternative frameworks such as the dual-factor model (DFM), which assesses symptoms of psychopathology and subjective well-being. Purpose: The current study examined the effectiveness of mentoring to improve mental health using the DFM of mental health as an explanatory framework. Methods: The study took place at a local low-income middle school during the spring 2017, fall 2017, and spring 2018 semesters. One hundred and twelve students were recruited to participate in the study. Sixty-six students were mentored over an 8- to 12-week period with a manualized AMPED (Academic Mentoring Program for Educational Development) mentoring program. Results: When using unidimensional analysis, the mentored students did not significantly improve their subjective well-being or alleviate symptoms of psychopathology compared to the control group. When using a DFM classification, the percentage of students in the four DFM groups was similar to that of previous studies, but tests for higher rates of positive outcomes measured by DFM category status were non-significant. Exploratory analysis found that students in the mentoring group were more likely to make small changes relative to the control group. Conclusion: Consistent with current mentoring research, the changes in the experimental group pre- and post-mentoring were small relative to the control group. However, the study was grossly underpowered to test the research hypotheses. These results warrant further investigation of the feasibility and efficacy of using the AMPED intervention as well as evaluation of other school-based mental health interventions using the DFM framework based on prior analysis and sufficiently powered studies.Item The Effects of Financial Aid Packaging on the Enrollment Outcomes of the Most Economically Disadvantaged Students at a Large Urban Community College District(2017-08) Luna-Torres, Maria; McKinney, Lyle; Horn, Catherine L.; Burridge, Andrea Backscheider; Jones, Sara J.Increasing college costs, coupled with decreasing financial aid has raised public concerns over the affordability of higher education. For the past four decades, the nation has seen the cost of tuition rise at levels that exceed inflation, and financial assistance rates that have not kept pace with that growth. Studies suggest that these financial resources play a role in influencing college attendance decisions and persistence for low-income students. This study examines the characteristics of zero-EFC students as compared to non-zero EFC students, and determines the extent to which a gift-aid only, and gift-aid plus loans award’s package affects the likelihood of persistence. Also, it explores the relationship between the ratio of loans-to-gift-aid, and the likelihood of persistence across income levels. By employing logistic regression, this study aims to determine if there are differential effects among financial aid award packages, and if the ratio of a loans-to-gift-aid package affects persistence by income status. Results demonstrated that a gift-aid only package, and a gift-aid plus loans package negatively influenced the enrollment outcomes of zero-EFC students and positively influenced the enrollment outcomes of high-income students. Additionally, when examining the ratio of loans-to-gift-aid for students with a gift-aid and loans package, results showed that the higher the ratio of loans to gift-aid, the higher the likelihood of persistence for all income levels. In an era where the rising costs of a college education are becoming more difficult to cover with present levels of financial aid, earning a higher education credential is possible if students are willing to take on educational debt. A comprehensive higher education plan that acknowledges financial barriers as fundamental obstacles to the college success of its lowest income students is necessary to preserving equal opportunity to upward social mobility.Item The Effects of Self-Regulation and Recitation on STEM Student Academic Performance(2019-05) Irwin, Lauren; Hawkins, Jacqueline; Santi, Kristi L.; Jones, Sara J.; Liu, YuBackground: There is a shortage of students who are retained and persist to graduation in STEM fields and as a result, millions of STEM jobs remain unfilled each year. Four- year institutions have begun to increase the academic quality of STEM gateway courses through supplemental instruction in order to increase retention and graduation rates of STEM majors. However, self-regulation may also play a mediating role in achievement because certain self-regulation strategies have been linked to increases in the academic performance of undergraduate students. Additionally, four-year institutions are targeting certain student groups for these interventions such as first-generation, low-SES, and FTIC. However, transfer students may benefit from these interventions as well. Purpose: This study extends previous research by exploring the role that self-regulation plays in the academic achievement of STEM majors. Specifically, the effects of self-regulation and recitation on STEM student grades and retention. The study also explores these differences in FTIC and transfer student groups. Method: A student survey assessing demographics, self-regulation skills, and recitation status was administered in introductory biology courses. Student achievement (final course grade) was used to evaluate likelihood of future retention. Latent factors of learning and study strategies, obtained from the self-regulation questions on the student survey, were determined using exploratory and confirmatory analyses. Next, structural equation models were run in order to determine: 1) to what extent learning and study strategies mediate the relationship between participation in a recitation class and STEM student achievement and 2) to what extent entrance status influences the relationship between participation in a recitation class, learning and study strategies, and course grade for STEM majors enrolled in introductory biology STEM gateway courses? Results: The results of the study found that when controlling for all other variables, participation in recitation classes had a positive effect on course grade. However, the study found no mediating effects of self-regulation skills. Study results also indicated no difference in the reported levels of self-regulation skills between FTIC and transfer students. Conclusions: Results suggest that four-year institutions should continue: to implement recitation classes for introductory STEM courses in order to impact student grades and future potential for retention; and, provide all students with self-regulation skills training since no differences were found between FTIC and transfer students in their use of self-regulation strategies.Item The Impact of HyFlex Training on Faculty Perceptions of Their Transfer Behavior and Inclusive Teaching Practices(2021-08) Ugwu, Lydia Oluchi; McNeil, Sara G.; Gronseth, Susie; Jones, Sara J.; Schmidt, Lacey L.; Coward, Leslie A.Background: Following the outbreak of COVID-19 in the spring 2020 semester, more than 600 higher education institutions adopted hybrid learning modalities to address the changing needs of learners and ensure the safety of faculty and students. Reports indicate HyFlex, a hybrid modality that enables students to choose their attendance mode i.e., face-to-face or online sessions, was widely utilized. This transition presented faculty with the challenge of acquiring new knowledge and skills to design and deliver HyFlex courses. In response to these challenges, one highly diverse, research university in the US created a training initiative to offer its faculty professional development (PD) that would help them navigate the complexities of HyFlex instruction during this time. The PD, which was created in-house by faculty and staff, consisted of online synchronous training sessions, consultations, and digital resources. This study explored the perceptions of faculty regarding the extent to which the PD and organizational support systems helped them implement HyFlex, and the extent to which HyFlex helped them address the needs of diverse learners. Studies indicate that the quality of an online course is strongly correlated to how PD addresses the needs of faculty members. In addition, research shows that organizational support, including supervisor support, peer support, and job relevance, are crucial determinants of training transfer. Purpose/research questions: This study sought to address the following research questions: 1) To what extent, based on faculty perceptions, did professional development influence faculty transfer behavior? 2) What organizational factors (training orientation, supervisor application support, and peer support) did faculty perceive to be most influential in their implementation of HyFlex? and 3) To what extent did faculty perceive the HyFlex model helpful in meeting the needs of diverse learners? Methods: A survey/mixed methods research design which included quantitative and qualitative questions was employed to (i) examine the correlations among PD, organizational support, and faculty transfer behavior, and (ii) to explore faculty perceptions concerning HyFlex as an inclusive instructional tool. The survey incorporated the Output of Transfer Behavior and Inclusive Teaching Strategies Inventory. It was administered to faculty who utilized the PD in the Fall 2020 semester. Conclusion: Multiple regression analysis was performed to analyze the relationships among PD, organizational factors, and perceived transfer behavior. Descriptive and thematic analysis was conducted to explore faculty perceptions regarding the utility of HyFlex in meeting diverse learners’ needs, particularly during the pandemic. The results showed that PD and training orientation were significantly related to faculty transfer behavior. In general, faculty felt neutral about HyFlex as a means for supporting learners with disabilities, although many agreed that HyFlex enabled individual accommodations. In addition, faculty felt neutral about HyFlex facilitating inclusive teaching practices, although they agreed that HyFlex enabled them to present course information in multiple formats. The results point to a greater need to invest in faculty development and teaching practices that provide students with multiple options to engage with the content.Item Understanding the Interactive Effects of School Connectedness, Meaningful Participation, and Students' Competence Beliefs on Academic Achievement(2022-08-23) Al Abdul Raheem, Yasmine; Master, Allison; Fan, Weihua; Gallagher, Melissa A.; Jones, Sara J.Background: Understanding students’ motivation in educational settings has been a focus of educators for decades and has been integral for supporting students’ academic achievement across grade levels. Motivation theories, such as self-determination theory, explain how perceptions of the classroom environment influence students’ motivation. Self-determination theory provides a framework for how motivation progresses on a continuum from external to internal motivation. Within self-determination theory, three needs must be met for an individual to feel motivated: competence, relatedness, and autonomy. Competence beliefs refer to an individual’s feelings of confidence and capability. Competence beliefs across domains and tasks have been linked to outcomes like academic achievement. There is also evidence that competence beliefs decline as students progress through school. The second need, relatedness, refers to feeling cared for and connected to others. Relatedness in educational settings has often been referred to as school connectedness, which involves feelings of belonging, safety, and fairness. The last need, autonomy, refers to an individual’s perceptions of being the main source of their behavior. Autonomy in educational settings includes meaningful participation in classroom activities that are purposeful and of interest to students, and having choices. As students move through developmental stages, their perceptions of having their needs for competence, relatedness and autonomy met in educational settings may change. Understanding how these needs interact and influence one another throughout high school may help identify students who could benefit from more targeted efforts to enhance competence beliefs, school connectedness, or meaningful participation. How do ninth-grade students’ perceptions of competence, autonomy, and relatedness compare to eleventh-grade students’ perceptions? How do perceptions of competence, autonomy, and relatedness interact with one another to impact achievement? Purpose: The goal of the present study was to identify interactive effects of students’ competence beliefs, perceptions of autonomy, and relatedness on self-reported grades. Evaluating the interaction among these motivational needs can provide insight into how these work together to promote academic achievement during the important high school years, especially for vulnerable students. Methods: Data were obtained from the 2017-2018 administration of the California Healthy Kids Survey (CHKS) across 39 districts in California to assess the motivational beliefs of students in ninth and eleventh grades (ninth grade: N = 10,117 and eleventh grade: N = 20,706). The effect of grade level on competence beliefs, relatedness (measured as school connectedness), and autonomy (measured as meaningful participation) was examined to determine whether eleventh grade students report lower perceptions than ninth graders. Latent variable moderation models were run to examine all two- and three-way interactions between competence beliefs, school connectedness, and meaningful participation on academic achievement. Each interaction was assessed in both ninth- and eleventh-grade samples respectively. Results: Analyses revealed significant main effects on self-reported grades for ninth graders’ competence beliefs, B = 0.85, p < .001, school connectedness, B = 0.19, p < .01, and meaningful participation, B = 0.30, p < .001, and eleventh graders’ competence beliefs, B = 0.36, p < .001, school connectedness, B = 0.21, p < .001, and meaningful participation, B = 0.29, p < .001. For the eleventh-graders, significant two-way interactions were observed, where perceived competence beliefs moderated the relation between perceived autonomy and grades, B = -0.16, p < .01. In addition, perceptions of school connectedness moderated the relation between perceived autonomy and grades, B = -0.14, p < .001. For the eleventh graders, there was also a significant three-way interaction on grades, B = 0.11, p < .05. The findings provide insights into how students with high and low levels of perceived competence beliefs, relatedness, and autonomy report their academic performance, and thus important directions for future motivational research.