ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at email@example.com.
- 4 Public
- Educational psychology
- 1 Curriculum-Based Measurement
- 1 Developmental psychology
- 1 Education
- 1 Executive Functioning
- 1 Gifted education
- 1 Math
- 1 Middle school education
- 1 PCDH-19
- 1 Response to Intervention
- 1 Social Skills
- 1 State standardized testing
- 1 academic placement
- 1 cyberbullying
- 1 gender
- 1 gifted students
- 1 international
- 1 middle school
- 1 social skills
ABSTRACT The purpose of this study was to investigate several factors associated with cyberbullying and its victims; gender, age, and the time spent using various forms of computer-mediated communication (CMC). Because cross-national studies are so important to understanding the similarities and differences found in this global problem, the current study explored the connection between traditional bullying and cyberbullying in middle school students in both the United States (N = 111) and Germany (N = 279). Participants ranged in age from 12 to 15 years and were administered self-report questionnaires during the regular school day. It was predicted that German students …
- Gaio, Vanesa M., Caterino, Linda C, DiGangi, Samuel, et al.
- Created Date
The most recent reauthorizations of No Child Left Behind and the Individuals with Disabilities Education Act served to usher in an age of results and accountability within American education. States were charged with developing more rigorous systems to specifically address areas such as critical academic skill proficiency, empirically validated instruction and intervention, and overall student performance as measured on annual statewide achievement tests. Educational practice has shown that foundational math ability can be easily assessed through student performance on Curriculum-Based Measurements of Math Computational Fluency (CBM-M). Research on the application of CBM-M's predictive validity across specific academic math abilities as …
- Gambrel, Thomas J., Caterino, Linda, Stamm, Jill, et al.
- Created Date
Social skill impairments and executive dysfunctions caused by epilepsy adversely affect the social, psychological, and cognitive wellbeing of children and their families. Studies show that children with epilepsy are exposed to social, emotional, academic, personality, and behavioral problems when compared to healthy peers. This study focused on identifying the gaps between social skills and executive functioning among children with PCDH-19. The researcher relied on the responses from the sampled population to create reliable findings, discussions, conclusions, and recommendations for this project. The study used quantitative design and self-report approach whereby the participants completed survey that was comprised of various rating …
- Smith, Lourdes G, DiGangi, Samuel, Bryce, Crystal, et al.
- Created Date
This study investigated the relationship between social emotional competency (SEC) and academic placement in gifted students. Data were collected on children between the ages of 5 and 12 years old (n=206) in three academic placement types - self-contained, cluster and content replacement. Social emotional skills were assessed by teacher report using the Devereux Student Strengths Assessment. Regardless of placements, the gifted students in this study were rated as having higher social emotional competencies than the standardization group of the DESSA. Gifted students in the cluster and self-contained settings demonstrated significantly higher scores in the area of Self-Awareness, which measures students' …
- Bacal, Emily Beth, Caterino, Linda, Brulles, Dina, et al.
- Created Date