東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Evaluating the Effectiveness of an O...

Bayly, Benjamin Lewis.

Linked to FindBook

Google Book

Amazon

博客來

Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students./
Author:	Bayly, Benjamin Lewis.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	97 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Social sciences education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10603688
ISBN:	9780355364507

Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students.
Bayly, Benjamin Lewis.

Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 97 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Washington State University, 2017.

This study tests the effectiveness through a randomized controlled trial (RCT) of a brief intervention referred to as the Values Affirmation (VA) delivered online to incoming first-year underrepresented racial minority (URM) and first-generation students (individuals whose parents did not graduate college). The intervention is thought to be non-intrusive and has shown to reduce academic achievement gaps among marginalized groups facing stereotype threat or with low levels of social belonging. Students receiving the intervention are instructed to select two or three of their most important values from a list, then prompted to write for 10--15 minutes about why these values are important to them.

ISBN: 9780355364507Subjects--Topical Terms:

2144735
Social sciences education.

Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students.
LDR:03364nmm a2200349 4500 001 2163013
005 20181022104649.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355364507
035 $a (MiAaPQ)AAI10603688
035 $a (MiAaPQ)wsu:12147
035 $a AAI10603688
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bayly, Benjamin Lewis. $3 3351015
245 1 0 $a Evaluating the Effectiveness of an Online Values Affirmation among First-Year College Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 97 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Matthew F. Bumpus.
502 $a Thesis (Ph.D.)--Washington State University, 2017.
520 $a This study tests the effectiveness through a randomized controlled trial (RCT) of a brief intervention referred to as the Values Affirmation (VA) delivered online to incoming first-year underrepresented racial minority (URM) and first-generation students (individuals whose parents did not graduate college). The intervention is thought to be non-intrusive and has shown to reduce academic achievement gaps among marginalized groups facing stereotype threat or with low levels of social belonging. Students receiving the intervention are instructed to select two or three of their most important values from a list, then prompted to write for 10--15 minutes about why these values are important to them.
520 $a In past VA studies, the intervention has been delivered as an assignment, in-person, twice during a semester, at times thought to be particularly challenging (at the start of the semester and before midterm exams). In the current study adaptations were made to the context around the VA. The intervention was delivered online to a large sample of first-year URM and first-generation students, meaning students completed the intervention on their own and there was variability in when students completed the intervention. Additionally, a third condition was added to the study, which was similar to the VA protocol, but also included instructions to spend 10 minutes writing about behaviors students can engage in that are consistent with their values (committed action group). End of semester GPAs were collected and students (n = 586) completed surveys during week 2, during week 7 (before midterms), and at the end of the semester on their psychological flexibility, committed action, and internal motivation. Both direct and indirect effects of the treatment were assessed.
520 $a Results from regression analyses and structural equation modeling (SEM) indicated that the online VA was largely ineffective; with the only significant finding being treatment group membership predicting significantly higher levels of committed action at the end of the semester. Participants in the VA and VA plus committed action groups did not differ significantly on any variables of interest. The lack of significant findings suggests that the VA is largely context dependent and adaptations to the program can lead to ineffectiveness.
590 $a School code: 0251.
650 4 $a Social sciences education. $3 2144735
650 4 $a Higher education. $3 641065
650 4 $a Educational psychology. $3 517650
650 4 $a Educational technology. $3 517670
690 $a 0534
690 $a 0745
690 $a 0525
690 $a 0710
710 2 $a Washington State University. $b Higher Education. $3 3191637
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0251
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10603688