Skip to main content

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.


Subject
Date Range
2011 2019


ABSTRACT This study investigated the possibility of item parameter drift (IPD) in a calculus placement examination administered to approximately 3,000 students at a large university in the United States. A single form of the exam was administered continuously for a period of two years, possibly allowing later examinees to have prior knowledge of specific items on the exam. An analysis of IPD was conducted to explore evidence of possible item exposure. Two assumptions concerning items exposure were made: 1) item recall and item exposure are positively correlated, and 2) item exposure results in the items becoming easier over time. Special …

Contributors
Krause, Janet L., Levy, Roy, Thompson, Marilyn, et al.
Created Date
2012

This dissertation study examines the coping methods and attributional styles of peer victimized children versus those who are not involved with acts of bullying. Data corresponding to elementary school children (n=317) over a period of four years from four public elementary schools in the Southwest United States was used in the present study. Latent class analyses and correlations were conducted to explore (1) whether externalizing versus internalizing or passive emotional reactions differentially influence the attributions children make regarding victimization, (2) whether externalizing types of emotional reactions differentially influence the coping methods victimized children utilize, and (3) whether children identified as …

Contributors
Randall, Megan Lee, Caterino, Linda C, Nakagawa, Kathryn, et al.
Created Date
2013

Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of corporal punishment. From the narratives of the teachers who believed in corporal punishment, we see how the school system itself contributed to passing, mostly without educators' consciousness of doing so, from one generation to another, a punitive mind that deems punishment a necessity and humans to be incapable of self-regulation …

Contributors
Chung, Wen-Ting, Brem, Sarah K, Husman, Jenefer, et al.
Created Date
2013

This multiple case study examined Mexican mothers' beliefs on social and moral development in light of their adaptation to the United States. Super and Harkness' (1986, 2002) ecocultural framework and more specifically, the concept of the developmental niche, guided the analysis. Participants were five Mexican immigrant mothers living in the Phoenix metropolitan area with children between three and four years old. Using participant observation, mothers were shadowed during the day for a period of nine months and were interviewed four times. Additionally, a Q-sort activity on cultural values and a vignette activity were conducted. Evidence of continuity in the importance …

Contributors
Fuster Baraona, Delia Tamara, Arzubiaga, Angela, Tobin, Joseph, et al.
Created Date
2012

Children's academic experiences during first grade have substantial implications for their academic performance both concurrently and longitudinally. Using two complementary studies, this dissertation utilizing data from the National Institute of Child Development Study of Early Child Care and Youth Development helps create a better understanding of the importance of first-grade experiences for children's academic performance. The first study expands upon current literature by focusing on how children's academic experiences simultaneously influence children's academic performance through behavioral engagement. Specifically, study one examined the mediating role of first-grade behavioral engagement between first-grade academic experiences (i.e. parental involvement, positive peer interactions, student-teacher relationship, …

Contributors
Bryce, Crystal Inglese, Bradley, Robert H, Abry, Tashia, et al.
Created Date
2015

This study examined the mediating role of children's self-reported appraisals in the relation between interparental conflict intensity and child adjustment. Both parent-reported and child-reported conflict intensity were used as predictor variables. Findings suggested that children's total appraisals mediated the relationship between child-reported conflict intensity and all four outcome variables (conduct disorder, depression, anxiety, and total adjustment). Additionally, children's appraisals of negative evaluation by others mediated the relationship between child-reported conflict intensity and depression, and both rejection and negative evaluation by others mediated the relationship between child-reported conflict intensity and anxiety. Only one mediational relationship was established when assessing conflict intensity …

Contributors
Beard, Rachelle Claire, Miller, Paul A, Caterino, Linda C, et al.
Created Date
2014

The current study expands prior work on early adolescents’ impression management in the classroom by developing a self-report measure that was used to explore students’ endorsement of four academic self-presentation strategies (i.e., exaggerate, downplay, honest, and avoid) depending on peer type (i.e., best friend and most popular classmate), academic performance condition (i.e., strong and poor performance), and whether gender differences emerged, when discussing one’s level of effort on a class project. Specifically, data were collected from 475 eighth-grade students (253 boys, 222 girls) within a high-performing educational context. Preliminary psychometric evidence is provided indicating that the measurement tool developed for …

Contributors
Sechler, Casey M., Ladd, Gary W., Updegraff, Kimberly, et al.
Created Date
2017

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

The primary objective of this study was to revise a measure of exogenous instrumentality, part of a larger scale known as the Perceptions of Instrumentality Scale (Husman, Derryberry, Crowson, & Lomax, 2004) used to measure future oriented student value for course content. Study 1 piloted the revised items, explored the factor structure, and provided initial evidence for the reliability and validity of the revised scale. Study 2 provided additional reliability evidence but a factor analysis with the original and revised scale items revealed that the revised scale was measuring a distinct and separate construct that was not exogenous instrumentality. Here …

Contributors
Puruhito, Krista Kay, Husman, Jenefer, Glenberg, Arthur, et al.
Created Date
2017

I examined the role of children's or teacher's effortful control (EC) in children's academic functioning in early elementary school in two separate studies. In Study 1, I tested longitudinal relations between parents' reactions to children's displays of negative emotions in kindergarten, children's EC in first grade, and children's reading or math achievement in second grade (N = 291). In the fall of each school year, parents reported their positive or negative reactions and parents and teachers reported on children's EC. Standardized achievement tests assessed achievement each spring. Results from autoregressive panel mediation models demonstrated that constructs exhibited consistency across study …

Contributors
Swanson, Jodi Michelle, Valiente, Carlos, Bradley, Robert H, et al.
Created Date
2011