Educational, School, and Counseling Psychology electronic theses and dissertations (MU)
https://hdl.handle.net/10355/5273
The electronic theses and dissertations of the Department of Educational, School, and Counseling Psychology 2024-03-28T18:19:29ZAcademic achievement and persistence in online self-paced courses
https://hdl.handle.net/10355/62499
Academic achievement and persistence in online self-paced courses
Nagel, Terrie
This study focused on building achievement and persistence models of students enrolled in online self-paced courses using 11,829 AY 2014-15 records from the University of Missouri. Course satisfaction, delivery mode, and student characteristics were used to create the models. Model building and trimming using hierarchical linear modeling occurred in which level-2 units were online self-paced courses and level-1 units were students. In terms of persistence, the log-odds of persistence were related to course satisfaction holding constant other predictors. Gender, academic level, enrollment time, and active completion time had significant effects on persistence and achievement. Persistence and prior self-paced experience also had significant effects on achievement, with prior self-paced course experience having a negative effect. Enrollment time had negative effects on persistence and achievement. Females and upper-division students generally received higher scores than males and lower-division students. The effect of persistence on achievement was largest by far, as one might logically predict.
2016-01-01T00:00:00ZAcademic libraries national conference program evaluation : meeting learner needs in a changing profession
https://hdl.handle.net/10355/68927
Academic libraries national conference program evaluation : meeting learner needs in a changing profession
Hart, Julia Katherine
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The Academic Libraries National conference is a professional development opportunity for academic librarians. This study analyzed differences in preferred learning style of conference attendees based on years of library experience and the ability of the conference to meet the stated mission. Quantitative results indicated insignificant differences between preferred learning style and years of library experience. Qualitative results revealed support for meeting two of three mission components. Recommendations support modifications in practice for conference organization at the overarching, survey design, and future areas of study. These recommendations support efforts to create comprehensive evaluation of the conference.
2018-01-01T00:00:00ZAcademic motivation, mathematics achievement, and the school context : building achievement models using TIMSS 2003
https://hdl.handle.net/10355/5520
Academic motivation, mathematics achievement, and the school context : building achievement models using TIMSS 2003
Wang, Ze, 1979-
Using the TIMSS 2003 data, this study built mathematics achievement models of eighth-graders in four selected countries: the United States, the Russian Federation, Singapore and South Africa. Students' motivational beliefs, parents' education level, teachers' and principals' perceptions, and other characteristics related to the classroom and school were incorporated and used to build the achievement model in each country. Hierarchical Linear Modeling was applied to the model building process with level-1 being students and level-2 being classrooms in each country. The final achievement models suggested that student self-confidence in learning mathematics, which overlaps with self-efficacy, expectancy, and self-concept, was the most important construct among other student variables, to affect eighth-graders' mathematics achievement in all four countries. The effects of other student characteristics, along with the family, teacher, and school variables, differed across the selected countries.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.; Title from title screen of research.pdf file (viewed on July 31, 2009); Thesis (Ph. D.) University of Missouri-Columbia 2008.
2008-01-01T00:00:00ZAcademic satisfaction among East Asian international students in the U.S. : an examination of SCCT
https://hdl.handle.net/10355/96989
Academic satisfaction among East Asian international students in the U.S. : an examination of SCCT
Liu, Xinling
With the Asian Hate outbreak during the COVID-19 pandemic, East Asian international students experience more overt racial discrimination and attack while seeking education afar from home. Despite the increased emphasis on social justice and multiculturism in the educational program development, East Asian international students may have more experiences of isolation, alienation, and marginalization due to their accent, skin color, ancestry, and religion, which is similar yet distinctive compared to that against racial minorities in the United States. The current study examined factors that contribute to these students' academic satisfaction, based on the well-being model of Social Cognitive Career Theory. Perceived discrimination was used as an environmental barrier in the model as its relevance to these students. Data from 324 East Asian international students (Mage = 22.30, SDage = 4.82; nfemale = 155, nmale = 162) were collected through Qualtrics. Multigroup measurement invariance and multigroup structural equation modeling were used to examine the gender differences in measurement constructs and relationship. The result showed that two gender groups were equivalent at the scalar level and the proposed model fit the data in two sample groups well. Significant gender differences in several latent factors and pathways were observed. Implications, limitations and future research were discussed.
2023-01-01T00:00:00Z