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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 Student Performance Accomplishments Questionnaire (SPAQ) was developed and validated in two studies with two normative samples totaling 315 college students, including a subsample of undocumented students. This instrument assesses academic performance accomplishments in the context of students' academic, extracurricular, and advocacy roles. Performance accomplishments are theorized to be one of four sources of efficacy (Bandura, 1977, 1986). Study 2 tested part of the Social Cognitive Career Theory model (Lent et al., 1994) in a sample of 154 student advocates. By conventional standards, the results yielded no support for the SCCT model and suggested the need for an alternative model. …

Contributors
Cadenas, German Andres, Bernstein, Bianca L., Kurpius, Sharon E., et al.
Created Date
2013

The purpose of this investigation was to develop a testable integrative social cognitive model of critical consciousness (Freire, 1973) that explains the relationship between critical consciousness and intent to persist in college among underserved students, such as undocumented immigrants known as DREAMers. Three constructs based on theory (i.e., critical reflection, critical action, and political efficacy) as well as a new one (i.e., political outcome expectations) were conceptualized and tested through a framework inspired by Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994; Lent & Brown, 2013). A total of 638 college students participated in this study and reflected …

Contributors
Cadenas, German Andres, Bernstein, Bianca L, Tracey, Terence, et al.
Created Date
2017

Undeclared undergraduates participated in an experimental study designed to explore the impact of an Internet-delivered "growth mindset" training on indicators of women's engagement in science, engineering, technology, and mathematics ("STEM") disciplines. This intervention was hypothesized to increase STEM self-efficacy and intentions to pursue STEM by strengthening beliefs in intelligence as malleable ("IQ attitude") and discrediting gender-math stereotypes (strengthening "stereotype disbelief"). Hypothesized relationships between these outcome variables were specified in a path model. The intervention was also hypothesized to bolster academic achievement. Participants consisted of 298 women and 191 men, the majority of whom were self-identified as White (62%) and 18 …

Contributors
Fabert, Natalie, Bernstein, Bianca L., Kinnier, Richard, et al.
Created Date
2014

ABSTRACT The present study examined the relationship between the experience of trauma during childhood (ages birth -12 years) and life satisfaction in adulthood (ages of 30-45) in a sample of convenience consisting of eight (8) adults, six (6) women and two (2) men, who volunteered to participate in this qualitative study, and self-identified as having experienced trauma between birth and age 12 years. Participants were asked to describe the trauma(s) they experienced in childhood and to discuss their thoughts and feelings about present circumstances in their lives, and how their lives have been impacted by the trauma they experienced. Data …

Contributors
Crawford, Sarah, Moore, Elsie, Stamm, Jill, et al.
Created Date
2013