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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.




The measurement of competency in nursing is critical to ensure safe and effective care of patients. This study had two purposes. First, the psychometric characteristics of the Nursing Performance Profile (NPP), an instrument used to measure nursing competency, were evaluated using generalizability theory and a sample of 18 nurses in the Measuring Competency with Simulation (MCWS) Phase I dataset. The relative magnitudes of various error sources and their interactions were estimated in a generalizability study involving a fully crossed, three-facet random design with nurse participants as the object of measurement and scenarios, raters, and items as the three facets. A …

Contributors
O'Brien, Janet Elaine, Thompson, Marilyn, Hagler, Debra, et al.
Created Date
2014

This study looked at ways of understanding how schoolyards might act as meaningful places in children's developing sense of identity and possibility. Photographs and other images such as historical photographs and maps were used to look at how built environments outside of school reflect demographic and social differences within one southwest city. Intersections of children's worlds with various socio-political communities, woven into and through schooling, were examined for evidence of ways that schools act as the embodiment of a community's values: they are the material and observable effects of resource-allocation decisions. And scholarly materials were consulted to examine relationships in …

Contributors
Van Walsum, Joyce I., Margolis, Eric M., Green, Samuel, et al.
Created Date
2013

This study tested the effects of two kinds of cognitive, domain-based preparation tasks on learning outcomes after engaging in a collaborative activity with a partner. The collaborative learning method of interest was termed "preparing-to-interact," and is supported in theory by the Preparation for Future Learning (PFL) paradigm and the Interactive-Constructive-Active-Passive (ICAP) framework. The current work combined these two cognitive-based approaches to design collaborative learning activities that can serve as alternatives to existing methods, which carry limitations and challenges. The "preparing-to-interact" method avoids the need for training students in specific collaboration skills or guiding/scripting their dialogic behaviors, while providing the opportunity …

Contributors
Lam, Rachel, Nakagawa, Kathryn, Green, Samuel, et al.
Created Date
2013

Two models of motivation are prevalent in the literature on sport and exercise participation (Deci & Ryan, 1991; Vallerand, 1997, 2000). Both models are grounded in self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2000) and consider the relationship between intrinsic, extrinsic, and amotivation in explaining behavior choice and outcomes. Both models articulate the relationship between need satisfaction (i.e., autonomy, competence, relatedness; Deci & Ryan, 1985, 2000; Ryan & Deci, 2000) and various cognitive, affective, and behavioral outcomes as a function of self-determined motivation. Despite these comprehensive models, inconsistencies remain between the theories and their practical applications. The purpose …

Contributors
Kube, Erin Rose, Thompson, Marilyn, Tracey, Terence, et al.
Created Date
2012

The structural validity of the WJ-III Cognitive was investigated using the GIA-Extended Battery test scores of 529, six-to-thirteen-year-old students referred for a psychoeducational evaluation. The results of an exploratory factor analysis revealed 11 of the 14 tests loaded on their expected factors. For the factors Gc, Gf, Gs, and Gv, both tests associated with the factor loaded highly; for Gsm, Glr, and Ga, only one test associated with each factor loaded highly. Obtained congruence coefficients supported the similarity between the factors Gs, Gf, Gc, Glr, and Gv for the current referred sample and the normative factor structure. Gsm and Ga …

Contributors
Strickland, Tracy, Watkins, Marley, Caterino, Linda, et al.
Created Date
2012

The use of exams for classification purposes has become prevalent across many fields including professional assessment for employment screening and standards based testing in educational settings. Classification exams assign individuals to performance groups based on the comparison of their observed test scores to a pre-selected criterion (e.g. masters vs. nonmasters in dichotomous classification scenarios). The successful use of exams for classification purposes assumes at least minimal levels of accuracy of these classifications. Classification accuracy is an index that reflects the rate of correct classification of individuals into the same category which contains their true ability score. Traditional methods estimate classification …

Contributors
Kunze, Katie L., Gorin, Joanna, Levy, Roy, et al.
Created Date
2013

Structural equation modeling is potentially useful for assessing mean differences between groups on latent variables (i.e., factors). However, to evaluate these differences accurately, the parameters of the indicators of these latent variables must be specified correctly. The focus of the current research is on the specification of between-group equality constraints on the loadings and intercepts of indicators. These equality constraints are referred to as invariance constraints. Previous simulation studies in this area focused on fitting a particular model to data that were generated to have various levels and patterns of non-invariance. Results from these studies were interpreted from a viewpoint …

Contributors
Xu, Yuning, Green, Samuel, Levy, Roy, et al.
Created Date
2014

Possible selves researchers have uncovered many issues associated with the current possible selves measures. For instance, one of the most famous possible selves measures, Oyserman (2004)'s open-ended possible selves, has proven to be difficult to score reliably and also involves laborious scoring procedures. Therefore, this study was initiated to develop a close-ended measure, called the Persistent Academic Possible Selves Scale for Adolescents (PAPSS), that meets these challenges. The PAPSS integrates possible selves theories (personal and social identities) and educational psychology (self-regulation in social cognitive theory). Four hundred and ninety five junior high and high school students participated in the validation …

Contributors
Lee, Ji Eun, Husman, Jenefer, Green, Samuel, et al.
Created Date
2013