Browsing by Subject "College of Education and Human Service Professions"

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Abusive Supervision and Burnout: The Moderating Role of Subordinates’ Neuroticism and Time Spent with the Supervisors
(2020-05) Yu, Jie
Drawing on Conservation of Resources theory (COR. Hobfoll, 1989), the purpose of this study was to further our understanding of the relationship between abusive supervision and burnout by testing the moderating effects of subordinates' neuroticism and time spent with the supervisor. Data collected from two samples showed that there was a positive and significant relationship between abusive supervision and burnout. When considering only the primary moderator, subordinates' neuroticism, on the relationship abusive supervision and burnout, the perception of abusive supervision on burnout was not influenced by any level of subordinates' neuroticism. When considering the primary moderator (subordinates' neuroticism) and secondary moderator (time spent with the supervisor) on the relationship between abusive supervision and burnout, results from Sample 2 only found a significant three-way interaction between abusive supervision, subordinates' neuroticism, and time spent with supervision that was operationalized as time spent interacting with the supervisor in hours per week. Specifically, the positive relationship between abusive supervision and burnout was strongest when subordinates were high neuroticism and they interacted with their supervisor for more than 9.45 hours a week. Practical implications, limitations and future directions are discussed.
Academic Achievement of Students in Special Education in a Socially Inclusive School
(2018-05) James, Peter J
The purpose of this study was to investigate the extent to which students with disabilities achieved academic growth in a school setting that emphasizes the importance of all students becoming full members of the classroom and school communities. The participants were 22 students who were students in the school's Special Education program for at least four years. As its basis for assessing academic growth, the study examined the reading and mathematics percentile rankings of Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessments conducted in the students' first and last years of enrollment in the school's Special Education program. The study found that nearly all students showed percentile growth in both reading and mathematics assessments, that the growth was independent of gender or the number of years in the school's Special Education program, and that students achieved, on average, higher than 50th percentile results on nationally-normed assessments of reading and mathematics.
Academic Stereotypes and Asian Students in the College Classroom
(2015-09) Park, Bridget E
This thesis project explores the student and faculty experience(s) of Asian stereotypes in a regional Midwestern university setting. Data was collected through one-on-one interviews with students—both Asian and non-Asian—and faculty of the university. Interviews were then transcribed and analyzed for emerging themes on three tiers: individually, within the interviewee's group (i.e. Asian student, non-Asian student, or faculty), and across all groups. Major themes included Asian stereotypes in the media and in pop culture, language-related stereotypes of Asians, Asian academic stereotypes (e.g. attitudes toward school, performance, etc.), and stereotypes concerning how Asian students socialize. These themes were presented from a faculty viewpoint and student viewpoints, which included Asian and non-Asian students. After discussing the emergent themes, implications for students, faculty, and university administration are addressed.
Academically Dismissed Students: A Perplexing Problem
(2010) Ramsey, Hilary B
New freshman students who participated in a mandatory freshman welcome week still landed in academic dismissal status. The researcher used an electronic survey tool sent to academically dismissed students who re-enrolled through Continuing Education, the department responsible for this student group. Despite the information about services and activities designed to build a connection with campus, students still do not utilize resources available to them. Major external factors that students struggled with were time management issues, stress and developing goodstudy skills. The surveyresults yield a student profile that indicates these students should have been successful but survey responses indicate multiple reasons they were not academically successful.
Adolescent Patterns of Participation in Sherburne and Wright County 4-H
(2010) Rosendahl, Harlan; Rauschenfels, Diane; Hyman, Randy
Adolescent Patterns of Participation in Sherburne and Wright County 4-H was a replication study of the Tufts University study in 2005-2007 that measured the “5Cs” of positive youth development in young adolescents in grades 5, 6, and 7. This replication study was done with older adolescents in grades 10, 11, 12, and 13 in the Sherburne and Wright County 4-H program. The “5Cs” of positive youth development were connection, competence, character, caring, and confidence. The subjects rated questions about the “5Cs” in the survey. Roth (2004) suggested that positive youth development programs needed to increase the levels of the “5Cs" in the youth participating in the program. A product of a positive youth development program like 4-H, would be to instill the characteristics of the “5Cs” in youth. As youth develop these characteristics, they grow to become good citizens. This would be one way the 4-H program could provide public value. The results of this survey allowed comparisons to be made between the Tufts study and this study.
Adult Student Perceptions of Bullying and Interventions
(2016-05) Belisle, Ann M
The purpose of this study was to explore and understand the perspectives of adult students and their experiences with bullying and the effect this issue had for them personally. The focus of the study will seek to understand the adult students' perspectives and make the comparative analysis of these findings regarding the pervasiveness of bullying and the effect on academic achievement and social climate and where these students believe more focus needs to be. By collecting the perspectives of the students, continuing improvements can be made to current interventions of bullying; and thus improving educational experience for all students.
American History: Developing Skills, Understanding Content, and Applying Knowledge: Curriculum
(2011) Winkle, Mark; Williams, Julia
This is an American History curriculum which in six units covers six distinct topics in American history from the time of Columbus arriving in the Bahamas through the Civil War. For most units, I have provided some suggested lessons and assessment pieces, as well as tips for navigating the lessons through some challenging issues. The curriculum doesn’t have complete lesson plans, or assessments, and it is not intended to be used as a textbook or teacher workbook. It’s intended to be a guide on how to teach American History in a way that focuses on students’ skills and on history’s usable lessons. I developed this curriculum while working with high schools students who were at-risk, and the lessons and activities reflect this as much of the work is done as a class, or while actively assisting students. However, the curriculum and lessons can easily be adapted to various ages and abilities. This curriculum is designed to make the study of American history an activity which builds the fundamental skills students need to be successful in school, in work, and as citizens.
American Indian Teachers' Perspectives: Effective Teaching Practices and Influences on American Indian Education
(2002) Ackley, Victoria Ann; Hermes, Mary R.; Guldbrandsen, Frank; Peacock, Thomas
With increasing numbers of children of color in public schools and predictions that these students may comprise up to 46% of our country's overall student population by the year 2020 (Howard, 1999), teachers need to reflect upon what it means to be the teacher of children of color. The U.S. educational system is not producing large percentages of American Indian teachers, and so there continues to be many non-Indian teachers of American Indian students. American Indian students, as a group, continue to lag significantly behind their non-Indian peers in school. While there are many reasons for this occurrence, this study chooses to focus on what does work. After a review of the literature, I analyze in-depth interviews with three American Indian teachers of an urban school district. The purpose is to examine what Indian teachers have to say about their experiences as Indian teachers, how to make education more meaningful to American Indian students, and to also provide insightful recommendations on what motivates American Indian students to become successful academically.
An Analysis of Body-Specific Mechanisms Explaining the Associations Between Self-Compassion, Body Checking, and Body Image Avoidance
(2024-06) Backderf, Chloë
Behavioral manifestations of body image dissatisfaction, such as body checking and body image avoidance, are linked with the pathology of eating disorders (Walker et al., 2018). Due to this relationship, research establishing risk and protective factors for these body image disturbances is important for the development of interventions. One of these potential protective factors is self-compassion (Braun et al., 2016), which is comprised of three compassionate facets (mindfulness, self-kindness, common humanity) and three uncompassionate facets (overidentification, self-judgment, isolation). The mechanisms by which self-compassion are linked to body checking and body image avoidance are understudied, particularly with respect to the individual facets of self-compassion, which could provide information on what aspects of self-compassion relate most with these body image disturbances. The present cross-sectional study examined the relationship between the three uncompassionate facets of self-compassion and body checking/avoidance through mediation models. We anticipated that each uncompassionate facet would be associated with body checking and body image avoidance, and that these relationships would be mediated through a body-specific variable (e.g., body shame, body comparisons, body rumination) that appeared to conceptually align with that particular uncompassionate component. Specifically, we hypothesized that a) the relationship between self-judgement and body checking/avoidance would be mediated by body shame, b) the relationship between isolation and body checking/avoidance would be mediated by body comparisons, and c) the relationship between over-identification and body checking/avoidance would be mediated by body rumination. A total of 195 female college students completed a set of surveys and were included in the analyses. Pearson’s correlations and simple mediation analyses were used to examine the various models we hypothesized. Results showed that the uncompassionate facets correlated with their paired body-specific cognition, and both the uncompassionate facets and body-specific cognitions correlated with body checking and avoidance. The body-specific cognitions significantly mediated the relationship between their paired uncompassionate facet and body checking/avoidance. Parallel mediation analyses showed that no body-specific cognition explained the relationship between any uncompassionate facet and body checking/avoidance significantly more than the other body-specific cognitions. This indicates that body-specific cognitions, in general, appear to co-occur and collectively mediate the relationship between lack of self-compassion and body checking/avoidance, as opposed to specific body cognitions. The results of this study may be helpful in understanding the processes involved in the development of body image disturbances and could be useful in informing specific targets in self-compassion interventions.
Antidepressant Effects of TRH Analogue EEP in Female and Male Rats Assessed with the Forced Swim Test and BDNF Assay
(2023-05) Schulz, Emily N
The endogenous peptide pGLU-GLU-PRO-NH2 (EEP) has antidepressant effects in male rats demonstrated by decreased immobility in the forced swim test (FST). EEP is a chemical analog of thyrotropin-releasing hormone (TRH), which has short-term antidepressant effects by intrathecal administration in humans. In people with depression, brain-derived neurotrophic factor (BDNF) is decreased in the hippocampus and frontal cortex which leads to decreased volume in both. When people are successfully treated for depression, irrespective of the treatment type, BDNF and volume increase in the hippocampus and frontal cortex, which can indicate recovery. Sex differences are present in the occurrence and symptoms of depression; however, female animals are not always represented in depression research. Female sex hormones are thought to be a reason for sex differences related to depression, and BDNF is known to fluctuate over the estrous cycle of female rats. This study sought to determine if the antidepressant effects of EEP are related to BDNF levels in rats. This study found no significant effects with the forced swim test (FST) and immobility but had a large effect size. A minor sex difference was present in the FST (p = 0.03). Rats that received EEP were not found to have significantly increased levels of BDNF in the hippocampus and frontal cortex, but the results had a large effect size with the frontal cortex. No sex difference was found with BDNF concentrations. Results related to the estrous cycle were insignificant and considered exploratory. The results suggest that continued testing of EEP is needed to gain a greater understanding.
Appetite Awareness Training as a Weight Gain Prevention Intervention for Young Adult Women: A Randomized Controlled Trial
(2017-08) Guidinger, Claire
Young adulthood, in particular, is a time of increased risk of weight gain. Indeed,weight gain of 3-5 pounds among college freshmen has been well documented. Given the high rates of obesity, prevention efforts have become a national priority. This Plan B Project evaluated the efficacy of a brief Appetite Awareness Training Intervention in preventing weight gain in young adult women. Appetite Awareness Training (Craighead,2006) aims to increase an individual's ability to eat intuitively based on bodily hunger and satiety cues, rather than external or emotional cues, thereby potentially preventing weight gain. This study was a randomized control trial that used a 3x2 mixed factorial design with participants (n = 89) assigned to one of three groups: Appetite Awareness Training (AAT, n = 31), Nutrition Education (NE, n = 29), or a no-treatment control(NTC, n = 29). Primary (weight, BMI, body fat %, and waist circumference)and secondary(self-regulatory eating processes) outcome variables were assessed at baseline and post-intervention. The findings of this study revealed no statistically significant differences between groups on primary outcome variables, but AAT participants experienced a substantially greater increase in weight management self-efficacy at post-treatment compared to the NE and NTC groups.
ArchaeologEE: an Environmental Education Program for Public Lands Management Agencies and American Indian School Children
(2013-05) Reetz, Elizabeth Christine
Archaeology fieldwork can be viewed as a compelling method for delivering lessons in environmental education (EE), because cultural history is important to EE, and archaeology looks through both natural and cultural lenses in an outdoor setting. In addition, ethnic minority communities including American Indians have traditionally been underserved by EE (Zint, 2012), and the perspectives of indigenous communities are often lacking from archaeological reporting. With that in mind, this project was developed to be a resource and guide for archaeologists in Cultural Resource Management at public lands agencies, who typically do not have a background in education, in archaeology and environmental education-based public outreach with indigenous youth in Grades 6-12. The intention of the ArchaeologEE program is twofold. It aims to provide effective EE through archaeology that is intended to enrich the educational experiences of indigenous youth through time spent in nature. It also seeks to offer a way to enhance the professional development of archaeologists through a new approach to public outreach and increased engagement with local indigenous communities.
Are the differences in jealousy responses in men and women moderated by sexual orientation and sexual identification?
(2020-05-08) Walker, McKenna R; Lloyd, Robert L
This research strives to determine if the evolutionary psychology theory on infidelity remains true today for cis-males and cis-females. In addition, this study includes non-gender conforming and transgender subjects, not included in the original theory. Jealousy will be measured by using electrodermal responses (EDR) recorded through the software program AcqKnowledge 4.4. This software is ran through the BioPac program. In this study, jealousy is measured by attaching electrodes to the hand of a human subject while they listen to one of two randomly assigned audio recordings. The two recordings will counter-balance the order of the jealousy stimuli as well as reflect the subject's arousal levels.
Assessing Residents' Knowledge, Attitudes, and Values Towards the Duluth Urban Deer Herd
(2015-05) Timmerman, Ryan
The purpose of this exploratory quantitative mail survey was to discover Duluth residents’ knowledge, attitudes, and values towards the urban deer herd. An area based purposive sample was drawn and the households selected were mailed a four-part questionnaire. The sample was comprised of households in 5 of Duluth’s 34 Deer Hunt Areas (DHAs) which had been created by the Arrowhead Bowhunters Alliance (ABA). With a 32% return rate (150 surveys returned of 469 viable sent), surveys found: scores of; 64% correct on factual deer knowledge; personal experiences, family, and friends were the most common sources of knowledge; personal perceived knowledge was higher than the perceived knowledge of others; overall attitudes and values were positive towards deer; and communication benefits were the most important attitude and values topic. From these results, it was found that factual knowledge was low, self-initiated sources of knowledge were most common, residents’ perceived knowledge was higher than factual knowledge, and naturalistic attitudes were the highest while deer tolerance and educational values were the lowest. From these results, the following recommendations were made: schools could create more lessons revolving around deer in all subject matters to increase knowledge; nature centers and ELC’s could create more programs concentrating on deer to increase positive attitudes and values towards them; government agencies could use their position for outreach campaigns revolving around deer to reach a large amount of people; and the City of Duluth and the ABA could use the results of this survey to help create a management plan for the urban deer herd.
Assessing the Effectiveness of Aquatic Invasive Species Outreach Influencing Boater Behavior in Five States
(2010) Jensen, Douglas A; Damme, Susan; Gunderson, Jeff
This study was the first to comprehensively assess and compare the efficacy of boater outreach aimed at preventing the introduction and spread of (AIS) in five states. Boaters in California, Kansas, Minnesota, Ohio, and Vermont were surveyed by mail (53% of 1,952 boaters responded) to determine their awareness of AIS and the actions they took or would be willing to take to prevent the spread of AIS. Boaters were especially knowledgeable and took greater levels of action at water accesses in Minnesota (90%) and Vermont (82%) than in Ohio (45%), California (40%), and Kansas (30%). An indication that AIS outreach can sustain behavior is the 20% increase in taking desired actions by Minnesota boaters; 70% reported taking action in 1994. Importantly, when asked about the likelihood of taking actions in the future, intent for action rose to over 94% in each state. Boaters reported taking action based on such attitudes as "a sense of personal responsibility", “a desire to keep AIS out of our lakes”, and "prevent damage to my boat and equipment". Comparing these survey results to those previously reported by boaters in each state, the frequency of potential introduction of AIS (a.k.a., propagule pressure) decreased between 57-93%. This study demonstrates that effective AIS outreach can motivate boaters to act regardless of region. It also reveals that boaters will most likely take action if outreach is made a priority, targets the most important means for outreach, frames value on personal actions that are effective in preventing spread (self-efficacy), and conveys consistent messages. Human dimensions research offers an opportunity to improve AIS outreach, and help sustain and influence behaviors among boaters. More effective outreach offers an opportunity improve AIS management and policy.
Associated Correlates of Social Comparison Threat to Working Memory Capacity
(2018) Peper, Philip E
Social comparison, whether upward or downward, can cause consequences that hinder working memory performance. The present study aimed to illuminate possible moderators and mediators of the threatening effect of social comparison on working memory capacity. No significant group differences were found, so moderation and mediation analyses were not conducted. However, across comparison groups, exploratory analyses revealed negative affect and peak sympathetic nervous system arousal both negatively and significantly predicted working memory performance. Greater research is needed to determine whether these variables mediate the phenomenon and discover whom is most susceptible to detriments.
The association between the relationship status of one’s biological parents and relationship destiny/growth beliefs: An application of Implicit Theories of Relationships
(2021-12) Willhite, Rachel M
Problem/ Purpose: Humans have an inherent desire to connect, build relationships, and be close to other people (particularly romantic partners). Several studies have shown that healthy relationships promote our mental and physical wellbeing, thus it is important for researchers to prioritize the study of the variables that enhance relationship satisfaction. One construct that has been linked to relationship satisfaction is Implicit Theories of Relationships (ITRs). Proponents of ITRs argue that people adopt one of two belief systems relating to relationships; those who endorse destiny beliefs agree that relationships are either meant to be or not whereas those endorsing growth beliefs argue that relationships must incorporate ongoing communication and survive hardship in order to succeed. Previous research reveals that those who adopt growth beliefs report greater relationship satisfaction than those with destiny beliefs. Although a number of studies have examined whether one's parents contribute to their relationship beliefs, there is no study that has assessed the impact of one’s parents’ relationship status on ITRs. Thus, because growth beliefs are linked to fulfilling relationships, it is expected that adults who report that their biological parents are together will endorse growth beliefs to a greater extent than destiny beliefs and those with parents that are not a relationship will endorse destiny beliefs over growth beliefs. Procedure: A total of 127 English-speaking adults (71 male, 56 female; ages 23-70) were recruited online and asked to complete questionnaires assessing ITRs, parental relationship status (43.3% together, 25.9% not together, 28.3% widowed), the extent to which they look to their parents for relationship advice, and demographic information. Results: The results of a one-way MANOVA revealed that those whose biological parents were together endorsed destiny beliefs to a significantly greater extent (M = 4.95) than those whose parents were widowed (M = 4.15). The results of a correlational secondary analysis determined that there was a significant positive association between seeking relationship advice from one’s parents and endorsing destiny beliefs. Conclusions/Implications: These results confirm that parents have a significant influence on their children’s ITRs, potentially resulting in higher quality relationships. This supports the importance of positive role modeling. Parents should take extra care with how they display their personal relationships with their children. To aid this, parental education groups should prioritize teaching parents how to navigate their relationships in a healthy way in order to positively influence their children’s future relationships.
Attentional Bias to Online Video Gaming Images Using Eye Tracking Technology
(2018-07) Leff, Dustyn, J
Augmentative and Alternative Communication in the Classroom
(2013) Thayer, Jessica; Marchel, Mary Ann; Riordan, Kim
The purpose of this literature review is to evaluate the social development of a child with a disability in an inclusive classroom, who is using a high-tech voice output augmentative communication device. Audience The information in this literature review will be useful for teachers, therapists who have children that are nonverbal, or kids with communication deficits and need a way to communicate with their peers in their classroom. It will also be beneficial for families to see the importance of these devices and what opportunities it could bring to their child.
Automaticity of Basic Math Facts: The Key to Math Success?
(2011) DeMaioribus, Carmel E; Hyman, Randy
Despite a concerted effort by policy makers and educators to improve U.S. math education, student math scores remain unimpressive. In exploring possible reasons for this, this study examined the role that basic math fact automaticity plays in math success, where automaticity is defined as the ability to recall facts with speed and accuracy at an unconscious level. Information processing theory posits that automaticity frees up cognitive resources for more complex processes, and should therefore be an important part of learning math. To investigate this, basic multiplication fact fluency levels of a group of college students were determined by a timed math probe. These same students also completed a short survey assessing their attitudes and high school math achievements. The students’ levels of fluency as demonstrated on the math probe were then compared to their reported math attitudes and achievements. Relationships between levels of fluency and math attitude and achievement were noted. The most interesting finding, however, was the lack of basic multiplication fact automaticity in 90% of the college students tested. The implications of this lack of automaticity present an interesting subject for future study.

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