Browsing by Author "Van Boekel, Martin"
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Item Effects of Participation in School Sports on Academic and Social Outcome Variables(2015-04) Bulut, Okan; Van Boekel, Martin; Stanke, Luke; Palma, Jose R.; Nickodem, Kyle; Vue, Kory; Chang, Yu-Feng; Latterell, Nicholas; Rodriguez, Michael C.Item Examining After School Activities: Do Breadth and Intensity Matter?(2014-04) Palma, Jose R.; Van Boekel, Martin; Stanke, Luke; Vue, Kory; Cabrera, Julio C.; Chang, Yu-Feng; Latterell, Nicholas; Karl, Stacy R.; Rodriguez, Michael C.; Bulut, OkanItem Interaction Among Gender, Race/Ethnicity, and School Sports Participation in Youth Development(2017-04) Kang, Youngsoon; Van Boekel, Martin; Nickodem, Kyle; Palma, Jose R.; Vue, Kory; Jang, Yoojeong; Rodriguez, Michael C.; Bulut, OkanItem Investigating the Effects of School Sports on Academic and Social Outcomes(2014-04) Bulut, Okan; Van Boekel, Martin; Palma, Jose R.; Stanke, Luke; Rodriguez, Michael C.Item Investigating the Role of Support in Athletes’ and Non-Athletes’ Academic Achievement: An SEM Approach(2017-04) Nickodem, Kyle; Van Boekel, Martin; Vue, Kory; Rodriguez, Michael C.; Palma, Jose R.; Kang, Youngsoon; Yoojeong, JangItem LGB Students and School Sports: A Positive Youth Development Approach(2016-04) Nickodem, Kyle; Van Boekel, Martin; Stanke, Luke; Palma, Jose R.; Vue, Kory; Bulut, Okan; Kang, Youngsoon; Chang, Yu-Feng; Rodriguez, Michael C.Item Measuring Ethnic Diversity in Schools(2015-04) Vue, Kory; Van Boekel, Martin; Chang, Yu-Feng; Rodriguez, Michael C.; Palma, Jose C.; Stanke, Luke; Latterell, Nicholas; Nickodem, KyleItem More Than a Feeling: Using Portraiture to Explore Undergraduate Students’ Emotional Responses to Feedback(2023-11) Lundquist, Hannah B; Weisen, Shelby; Steadman, Christopher; Van Boekel, MartinThe purpose of this study was to examine students’ emotional responses to feedback as it is being processed. We used the think-aloud method, allowing students to express what they are thinking and feeling as they read through their feedback provided by the instructor on an authentic classroom assignment. Feedback type, feedback valence, and emotional responses were coded. Six students verbalized emotional responses to their feedback. The emotional responses for these students were examined using the portraiture method -a critical, narrative story-telling analysis. The results suggest that the type of feedback (process-focused) was more often met with future-focused thinking compared to task-focused feedback. This was despite the study finding positive task-focused feedback was more likely to elicit positive reactions. The think-aloud method, combined with portraiture analysis allowed for a holistic view of the feedback process. A thorough write-up of the student portraitures are described, and the implications of this are discussed.Item Reducing Hindsight Bias: Tests of a Retrieval-Based Theory(2016-07) Van Boekel, MartinIndividuals exhibit hindsight bias when they are unable to recall their original responses to novel questions after correct answers are provided to them. Here, I present a series of studies that investigates factors that reduce or eliminate hindsight bias. Specifically, I test the retrieval-based theory, which proposes that hindsight bias can be avoided under task conditions that support the generation of sufficiently discriminative retrieval cues. These discriminative retrieval cues allow participants to selectively retrieve their original judgments, even after being provided with the correct answers. Experiment 1 used the standard memory-design hindsight bias task and a modified design where participants were asked to recall their original judgments and the correct answers. Unexpectedly, participants in the standard memory-design avoided hindsight bias. As predicted, and consistent with the retrieval based theory, participants who engaged in the modified task were also able avoid hindsight bias and were able to recall the correct answers. In order to better understand Experiment 1’s surprising results, Experiment 2 used a think-aloud methodology to determine which retrieval strategies participants were using when they correctly recalled their original judgment. Participants were observed successfully using the discrimination strategy when they were not prompted to do so (standard design), and when they were prompted to do so (modified design), providing support for the discriminative retrieval cue mechanism. Experiment 3 investigated whether sufficiently discriminative retrieval cues continued to reduce hindsight bias after a one-month delay, and whether repeated retrieval contributes to this reduction. Participants were observed engaging in hindsight bias after a one-month delay, suggesting the utility of the discriminative retrieval cues deteriorates over time. Further, repeated retrieval did not mitigate the presence of hindsight bias following this time delay. Understanding the factors that reduce or even eliminate hindsight bias is important because it informs competing cognitive theories of this effect, and because it potentially informs the design of science instruction that minimizes hindsight bias and supports more normative reasoning.Item School and Community Sports Participation and Positive Youth Development: A Multilevel Analysis(2018-04) Nickodem, Kyle; Van Boekel, Martin; Kang, Youngsoon; Chavez, Carlos; Rodriguez, Michael C.Item Using Developmental Skills & Supports to Improve Youth Outcomes(2016-06) Rodriguez, Michael C.; Palma, Jose; Van Boekel, Martin; Bulut, Okan; Nickodem, Kyle; Kang, Youngsoon; Vue, Kory; Jang, Yoo Jeong