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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 gradformat@asu.edu.


Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring it has yet to been examined if a secondary behavior such as goal-setting can be influenced. The present study investigated if observing virtual humans engaging in a tutoring session on rotational kinematics with embedded positive goal oriented dialogue would increase knowledge of the material and perpetuate a shift an observer's goal-orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains …

Contributors
Twyford, Jessica Brooke, Craig, Scotty D, Niemczyk, Mary, et al.
Created Date
2014

Possible selves research has focused primarily on academic achievement and student learning, for at-risk, adolescent or college aged students. The research has not examined an occupation possible self, nor the implications of how time is considered by incarcerated populations. This study was designed to expand the Possible Selves Questionaire (PSQ) designed by Oyserman for an occupational achievement code and explore any unique codes present for incarcerated young adult males, aged 18-22. Additionally, this study was designed to compare two distinct time horizons for incarcerated young adults, a more proximal one-year event which would represent continued incarceration and a post-release distal …

Contributors
ONeill, Edward, Husman, Jenefer, Mathur, Sarup, et al.
Created Date
2016

This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. The participants for this study were a subsample of a nationally representative sample used in the standardization of the Woodcock-Johnson III Tests of Cognitive Abilities and the Woodcock-Johnson III Tests of Achievement, Normative Update (Woodcock, McGrew, & Mather, 2007). Participants were between 5 years old and 18 years old (N = 4721; mean of 10.98 years, median of 10.00 years, standard deviation of 3.48 years), and were 50.7% male and 49.3% female. Structural equation models supported the theoretical suggestion that broad …

Contributors
Calderon, Carlos, Caterino, Linda, Nakagawa, Kathryn, et al.
Created Date
2012

The current study investigated the task of coloring static images with multimedia learning to determine the impact on retention and transfer scores. After watching a multimedia video on the formation of lightning participants were assigned to either a passive, active, or constructive condition based on the ICAP Framework. Participants colored static images on key concepts from the video, passive condition observed the images, active condition colored the images by applying the concepts, and the constructive condition colored the images by generating new ideas and concepts. The study did not support the hypothesis that the constructive condition would have increased retention …

Contributors
Williams, Jennifer S, Craig, Scotty D, Roscoe, Rod, et al.
Created Date
2018