Department of Educational Psychology

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Relationship between self-efficacy beliefs and socio-cultural adjustment of international graduate students and American graduate students.
(2006-04-19T15:35:42Z) Gajdzik, Patrycja K.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
There are many benefits to the presence of international students on American campuses such as increase in diversity and economic contribution (AEC, 2000). However, many international students struggle with adjusting to a new culture (Hubbard, 1994) which may result in attrition, diminished performance, and difficulties in interpersonal relationships (Matsumoto et al., 2001). Researchers have found that students’ beliefs and feelings about themselves are likely to positively correlate with their overall adjustment. Therefore the purpose of this study was to examine the cultural adjustment of international graduate students as compared to American graduate students and to examine the factors that contribute to self-efficacy beliefs in students from both groups. The research was conducted at a private, midsized university in Texas and a mixed method design was employed. Quantitative data were collected through the General Self-efficacy Scale, the Socio-cultural Adaptation Scale, and a demographic form. Qualitative data were gathered through responses to open-ended questions. The sample was stratified based on age and gender and consisted of 100 international graduate students and 100 American graduate students. Major conclusions include the following: general self-efficacy beliefs and students’ perceptions of their cultural adjustment were not related to one another when examined with samples of international graduate students and American graduate students at an American university. In addition, there was no difference between the general self-efficacy beliefs of the international graduate students as compared to general self-efficacy (GSE) beliefs of American graduate students. Students in both samples scored high on GSE as compared to normative sample, and students’ status did not appear to have an influence on their general self-efficacy beliefs. A statistically significant difference was found between international graduate students and American graduate students’ perceptions of their socio-cultural adaptation, p < .001. Students’ responses to open-ended items were consistent with previous findings that factors such as academic performance, social networks, goodness of the match between the individual and university’s resources, and perceived satisfaction influence students’ adjustment to their new environment.
Teachers and professional reading: a study of reading experience and administrative support across traditional, Paideia, and PDS schools.
(2006-05-27T15:10:23Z) Powell, Michelle Pettijohn.; Robinson, Eric L.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The present study explored the perceived level of support teachers experience while pursuing professional reading as part of professional development. In order to do so, a descriptive study was designed to investigate the professional reading of teachers working in nine public schools located in Texas, Tennessee, and North Carolina during the Spring of 2005. There teachers participating in this study worked at elementary, middle, and high schools, as well as at Paideia, professional development schools (PDSs), and non-PDS schools. The Teacher Survey of Professional Reading (TSPR) was created specifically for this study, and is a 38 question instrument designed to gather information regarding reading as part of personal and professional growth, reading as part of professional growth, support for professional reading, reading as part of professional development, and demographic information. Teachers, in general, view professional reading as helping them grow in their profession. While teachers do not have enough time to read as they would like, they find the materials easily understood, applicable, and accessible. In addition, teachers working on Paideia campuses have strong beliefs regarding the use of professional reading as part of staff development, as they were more likely to find that professional reading helps them grow in their profession, and were more likely to find the materials applicable, relevant, and worthwhile to what they teach as compared to teachers working on PDS and non-PDS campuses. A discussion of the findings of practical significance and suggestions for future research are included.
The role of mentoring in the developmental experiences of Baptist pastors in Texas: a case study.
(2006-05-28T01:29:27Z) Godfrey, J. Michael (James Michael); Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
This grounded theory, multiple case study addressed the need for improvement in the training of Baptist pastors for practical ministry. The researcher posed the research question, "What is the role of mentoring in the developmental experiences of Baptist pastors in Texas?" The research purpose was to discover if and how mentoring was used by Baptist pastors and, if used, what effect Baptist pastors perceived mentoring may have had on their professional development. The research question inquired into the role of mentoring as an ameliorative educational approach to improve the training of pastors. Results from the interviews of 15 pastors in the study indicated that mentoring did play a valuable role in the professional development of Baptist pastors in Texas. Pastors' thoughts concerning mentoring as compared to other professional development opportunities; their personal involvement in mentoring; their preferences and expectations concerning mentoring and; the perceived benefits of mentoring were all explored. The study yielded 17 grounded theory propositions and suggestions for future research.
An exploration of flow through the leisure pursuits of adult science fiction fans.
(2006-07-31T20:20:53Z) Little, Cindy C.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of this ethnographic, cross case study analysis was to a) explore why individuals have a sustaining interest in science fiction-related leisure activities, b) describe the role, if any that Csikszentmihalyi's theory of flow plays in the continuation of these activities, c) explain how these interests initially developed, and d) determine if science fiction related knowledge transfers to other domains. Results from interviews with 10 adult science fiction fans revealed that elements of flow were found across cases and that science fiction-related knowledge transferred to other domains. Patterns found relating to flow, development, change and evolution and transfer clustered into one of three overarching categories that contributed to the development of and sustaining interest in science fiction-related leisure activities. Practical significance as it relates to the role of interest in learning as well as possible avenues for future research was discussed.
Factors that predict the use of metacognitive strategies in the middle school classroom.
(2008-06-10T21:03:39Z) Myers, Amy Eloise.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of this qualitative cross-case study was to investigate the growth and transfer of metacognitive strategies in mathematical problem solving from a university course to the classroom. In this study, six preservice teachers with different levels of mathematics achievement and experiences were selected purposively for in-depth analysis. Data were gathered over one semester through videotaped course and classroom observations, interviews with preservice teachers and their instructors, electronic portfolios, and teachers’ reflections. Data collected through electronic portfolios were used to triangulate these data sources. Data drawn from these observations were analyzed by using the analytical tool, NVIVO7, which guided the factors identified from the literature and those that emerged. The factors that affected how the preservice teachers solved problems within the context of the course and the classroom were examined through reflections and semi-structured interviews at the beginning and end of the study. These data were analyzed to understand the preservice teachers’ behaviors in terms of task analysis; selecting, implementing, and evaluating problem-specific strategies; and monitoring and evaluating problem solutions. Analysis of classroom observations revealed that several aspects in the course and the middle school classroom potentially support teacher problem solving. Preservice teachers were given opportunities to experience success and challenges and reflect by engaging with the tasks and activities through multiple strategies. Findings from within and across case studies showed that each preservice teacher engaged with and interacted within the course and classroom differently. Their classroom practices showed differences in terms of (a) metacognitive skills, (b) reasoning about problem solving failures and successes, (c) attitudes towards math and teaching, and (d) instructional processes within the course and classroom. These differences brought about diverse opportunities and challenges for each teacher, which may have affected his or her development and transfer of problem solving skills. Furthermore, these analyses support the argument that students’ participation in classroom practices, in part, is the result of complex interactions including their self-efficacy beliefs and strategic knowledge.
The role of social capital and mediating factors in Hispanic student college retention.
(2008-08-12T19:40:47Z) Shiu, Alexandra.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
This dissertation study describes the characteristics of Hispanic students who were and were not retained at the university level. Two-hundred and forty-five undergraduate Hispanic students answered survey and assessment questions about their network of close relationships, attitudes towards ethnic identity, and degree of acculturation. Data gathered indicated that their perception of their English language proficiency was the strongest predictor of retention from the fall to the spring semester. Students who were retained reported a higher sense of belonging as compared with those who did not return after the fall semester. Female students reported higher levels of ethnic identity and reported having friends in high school that were more academically supportive as compared with the male students in the sample. Foreign-born students also had higher levels of ethnic identity and acculturation when compared with the students from the United States. Both freshman and senior students had higher levels of social agency as compared with the junior students. Follow-up interviews suggested that participation in groups and individual determination are important factors in retention.
Individual differences as predictors of accidents in early adulthood.
(2009-04-01T12:08:29Z) Young, J. Kenneth.; Beaujean, A. Alexander.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
Within the last decade, researchers within the field of epidemiology have begun to use measures of intelligence to predict health-related outcomes in the emerging sub-field of cognitive epidemiology (CE). Researchers within CE have been successful in demonstrating that intelligence is a significant predictor of important heath-related outcomes ranging from mortality to dementia (Batty, Deary, & Gottfredson, 2007; Snowdon, et al., 1996), often independent of potentially confounding variables (e.g., socioeconomic status). One health outcome that has not been thoroughly explored in the CE literature is accidents and unintentional injuries. Such health impairments pose a significant health threat for adults and children, due to their long term sequelae, both individually (Berger & Mohan, 1996), and at the public health level (Segui-Gomez & Mackenzie, 2003). Subsequently, their investigation and, ultimately, prevention appears to be a fruitful area of inquiry. One potentially confounding variable that has not been investigated extensively in the study of accidents, as well as CE literature in general is personality--despite a literature that suggests certain personality measures predict important life outcomes (Roberts, et al., 2007). The current study used probit regression with unobserved latent variables to investigate the relationship between cognitive ability (as measured during early adolescence) and personality traits in predicting accident incidence in early adulthood using the National Longitudinal Study of Adolescent Health dataset. Childhood socioeconomic status and adulthood physical activities were used as covariates. Findings suggest that neither childhood IQ nor personality proved to be meaningful predictors of accidents in early adulthood, but physical activity in adulthood was a consistent and meaningful predictor. Discussion, limitations, and suggestions for future research conclude the study.
Collegiate student-athletes' academic success : academic communication apprehension's impact on prediction models.
(2010-06-23T12:21:52Z) James, Kai'Iah A.; Robinson, Eric L.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and men’s and women’s basketball provided demographic information (i.e., race, academic classification, gender, scholarship status) and provided responses to the Academic Communication Anxiety Test instrument. The Associate Athletic Director for Student-Athlete Services provided precollege and college academic information (high school GPA, SAT/ACT score, collegiate GPA) and this information along with data provided by the participants was entered into a multiple regression analysis. The purpose of the study was to determine which variables predicted student-athlete college GPA and if participation in a revenue-generating versus a nonrevenue-generating sport impacted college GPA. The analyses indicated that the ACAT was a valid and reliable measure (alpha = .94) with three factors. In addition, high school core GPA, study hall hour requirement, academic classification, and pre-college standardized test score made significant contributions to the prediction equation. Participation in a revenue-generating sport was found to significantly impact GPA.
An explanatory history of gifted education : 1940-1960.
(2010-06-23T12:24:41Z) Robins, Jennifer H.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
This study provides an explanatory history of the field of gifted education from 1940–1960. The study focused on the overall context of these years, the individuals who influenced the field, the streams of research and educational practices in the field, and the changes that occurred during this period. Each of the four areas was addressed using a framework developed to view and interpret the data. The framework consisted of four lenses, which included legislation, educational practices, gifted education publications, and advocacy efforts. These four areas, with the overarching context as a backdrop, combined to provide an explanation of what was occurring in the field of gifted education during 1940–1960. Using primary and secondary sources, in addition to interviews, the study offers an overview of the field of gifted education during the two-decade period. These materials served as data that were categorized into the framework and reviewed for both similarities and differences. Identifying how the pieces fit together helped provide a narrative account of the field of gifted education during the period between 1940–1960.
Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims?
(2010-10-08T16:13:07Z) Aoyama, Ikuko, 1977-; Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purposes of the present study were to classify youth into subgroups based on their involvement in cyberbullying, to examine group differences in terms of internalizing problems, and to examine moderator effects of peer relationships and sex. The research questions of the present study were: 1) Are there any differences between bullies, victims, bully-victims, and those not involved in cyberbullying, in terms of their internalizing problems (self-esteem, depression, anxiety, and stress)?; 2) Are there moderating effects of peer relationships between these groups and their internalizing problems?; and 3) Are there moderating effects of sex between these groups and their internalizing problems? In the present study, a cyberbullying survey was conducted with 463 public middle and high school students in central Texas. The participants were selected from two different school districts to include diverse samples. Students' cyberbullying experiences, self-esteem, depression, anxiety, stress, and peer relationships were measured. As a result of group classification, 2.3% of the participants were categorized in the victim group, 2.0% were in the bully group, 10.9% were in the bully-victim group, and the rest of the students (84.9%) were categorized in the not-involved group. Participants who were involved reported higher levels of internalizing problems than those who were not involved. Among them, the bully-victim group scored significantly higher on depression, anxiety, and stress compared to the rest of the groups. With regard to interaction effects of peer relationship and sex, practical effects were very small. These findings indicate that both males and females have equal risk of developing internalizing problems due to cyberbullying and better peer relationship was not a strong buffer against internalizing problems.
The acquisition of electronic portfolio support staff expertise : a theoretical model.
(2011-01-05T19:39:02Z) Filkins, Daniel Treadgold.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of this qualitative case study was to investigate the different methods in which electronic portfolio support staff acquired their expertise. In this study, five electronic portfolio support staff members served as a purposeful sample for analysis. Data were gathered over the course of one semester using individual and group observations, interviews with each study participants, demographic information, narrative prompts, and concept maps. Data were collected from each of the data sources and analyzed using NVIVO 8. Data were then categorized into thirteen different behavioral categories of expertise taken based on the literature. Further analysis revealed four predominant themes of expertise that were observed from each research participant: (a) domain knowledge, (b) performance, (c) problem solving, (d) deliberate practice in the domain over time, and (e) participation in a learning community. Next, a cross-case analysis was used to study the similarities and differences in the experience of each study participant in their journey to acquire electronic portfolio expertise and knowledge. Findings from the within and across case studies indicated that direct experience with the electronic portfolio was a major contributor of acquisition of expertise for each of the research participants. Domain performance tended to improve as the electronic portfolio support staff member acquired more domain experience through deliberate practice over time. Findings also indicated that problem solving skills improved through direct interaction with the electronic portfolio and through observation of more advanced electronic portfolio support staff members. Within the context of a learning community, the factors of domain knowledge, performance, problem solving, deliberate practice over time, and preservice teacher relationships interacted with one another in producing electronic portfolio expertise.
Trends in college student retention : identification of latent student classes with relation to retention statistics.
(2011-01-05T19:43:08Z) Neumann, Alexis (Alexis Leigh); Barnard-Brak, Lucy.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
College student retention has been studied in depth at both 4-year and 2-year institutions, but not at technical colleges. Institutions of higher education continue to struggle with early identification and intervention strategies to aid in student retention. Technical Colleges are not an exception to this challenge. To aid in the early identification of at-risk students and practical application of possible intervention techniques, the present study uses latent class analysis to identify student profiles through the use of College Student Inventory composite scores. The classes were then compared to retention status one year following the first semester of enrollment. Results support a thirteen class model that relates significantly to retention overall but limitations of the study limited detailed analysis of class specific characteristics related to retention. The ability to identify, and target, homogeneous groups of students will enable practitioners focused on college student success to target intervention strategies according to the characteristics of a single class, or profile, of students. This ability will make retention efforts more effective and efficient, thus more likely to be implemented at institutions of higher education.
Promoting generalization of communication training by use of the iPad™.
(2011-09-14) Strickland, Erica L.; Davis, Tonya Nichole, 1979-; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The current study examined the effects of communication training with an iPad™ used as a speech generating device (SGD) to promote generalization to community settings. The participants were taught to use the iPad™ with the TapToTalk™ application in the training setting to request preferred items that would be accessible in a community setting. Multiple baseline data across participants indicated that the participants not only effectively used the iPad™ as an SGD in the trained setting but also generalized use of the iPad™ to the community setting with untrained community members. Results suggest that the iPad™ with the TapToTalk™ application is an effective SGD for promoting generalization through the use of natural maintaining contingencies. These results also replicate other study’s effectiveness of communication training for individuals with limited communication skills.
An exploratory study of the factors that influence pre-service teachers’ instructional practices with diverse students.
(2011-12-19) Goree, Krystal.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of this study was to examine the complex array of factors in teacher education programs that influence pre-service teachers’ instructional practices with diverse students. Participants in the study included eight female 2008 graduates of a teacher education program at a private university. Factors considered were organized around four main themes: (a) campus factors (student demographics, social support, supervision, materials, mentoring, and curriculum), (b) individual characteristics (attitudes and beliefs, cognitive ability, and social support), (c) professional standards (knowledge, skills, and dispositions), and (d) university factors (seminars/courses, social support, supervision, collaboration, and curriculum). In an effort to closely examine variables, the researcher conducted interviews and reviewed archival data, including e- folio entries, observation notes, candidate reflections, and conference summaries. Due to the complex nature of the topic, this study entailed a descriptive, non-experimental cross case-study research design. The Classroom Instructional Practices Scale (Johnsen et al., 2002) was used to determine the degree to which each of the study participants differentiated instruction in the areas of content, rate, preference, and environment. After An Exploratory Study of the Factors That Influence Pre-service Teachers’ Instructional Practices with Diverse Students close examination of the 17 factors, four emerged as having the greatest influence on instructional practices of pre-service teachers with diverse students: (a) the beliefs of the individual interns, (b) characteristics of mentor teachers to whom the interns were assigned for their culminating field experiences, (c) characteristics of the intern supervisors and other university faculty members who worked with the interns, and (d) the coursework/seminars that the interns participated in during their culminating field experiences.
Speech language pathologists' perceptions of services to children from culturally and linguistically diverse backgrounds.
(2012-08-08) Chiuri, Grace M.; Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of the current study was to examine SLPs' perceptions of services to children with SLD from CLD backgrounds focusing on: (a) SLPs' perceived competence in providing services to children with SLD from CLD backgrounds (b); SLPs' perceptions on the effect of speech and language intervention on the academic, social, and behavioral performance of children with SLD from CLD backgrounds (c); how SLPs view the children from CLD backgrounds in their caseloads, their culture, beliefs, and languages; and (d) the challenges the SLPs encounter in providing services to children with SLD from CLD backgrounds. A descriptive research process was employed in order to explain the perspectives of the SLPs about the above mentioned issues. The participants in the present study were SLPs practicing in the southwestern area. A survey questionnaire was used to collect data for the present study. Some items in the survey questionnaire were adapted and modified from a survey used by Sanger, Moore-Brown, Montgomery and Hellerich (2004). It also included some items obtained from a document entitled "Cultural competence checklist: Service delivery" developed by ASHA (ASHA, 2010). The current study found that SLPs perceive speech and language therapy to have an effect on the academic, social interaction and peer adjustment, and behavioral performance of the children with SLD from CLD backgrounds. Also, some SLPs reported to not have received multicultural multilingual instruction during their academic or clinical training, and therefore, lack of multicultural and multilingual awareness for the SLPs is still a challenge in assessment and treatment of CLD children. However, SLPs seemed to have the initiative to learn the culture of the children from CLD backgrounds, and they also considered the children’s culture, beliefs, and languages in providing services to children from CLD backgrounds. A discussion of the findings, significance of the study, and suggestions for future research are included.
Does viewing bullying violence affect the allocation of attention in young adults?
(2012-08-08) Sulak, Tracey N., 1975-; Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of the current study was to experimentally test the relationship between symptoms of inattention and vicarious experiences of bullying. The research questions of the current study were: 1) Can vicarious bullying induce symptoms of inattention?; 2) What happens to inattention after multiple exposures to vicarious bullying?; and 3) Are there sex differences in inattention after exposure to bullying experiences? The participants were graduate and undergraduate students from a private university with a 0.2% diagnosis rate of attention-deficit/hyperactivity disorder. Participants viewed four videos with three depicting scenarios of bullying, and after each video, the Stroop test was used to assess inattention. Heart rate was also assessed following each video. After finishing participation in the video phase of the experiment, participants completed a demographic survey, a bullying experiences survey, and the Screener for Inattentive Symptoms. The findings indicated exposure to vicarious bullying led to an increase in symptoms of inattention. The effects appeared to be cumulative, such that with additional exposure to vicarious bullying, a participant’s symptoms of inattention increased. The heart rate of participants appeared to mirror the symptoms of inattention, with heart rate increasing over the course of the experiment. There were no significant differences in reaction to vicarious bullying by sex. Implications of the findings include the need to assess experiences with bullying when diagnosing ADHD inattentive.
Identity correlates of academic achievement : how influential are self, academic and ethnic identity statuses among college students?
(2012-11-29) Fearon, Danielle Dierdre.; Saxon, Terrill F.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
The purpose of the study was to examine the effect of different identity statuses on academic achievement among a sample of students attending a community college. There were three identities of interest: ego, academic and ethnic. Participants’ overall grade point average was used as the measure of academic achievement. Identity was conceptualized using the Eriksonian-Marcian theoretical approach with ego and academic identities having four statuses: (a) achieved, (b) foreclosed, (c) diffused and (d) moratorium. The ethnic identity had two statuses: (a) commitment (achieved) and (b) exploration. A total of 163 students participated in the study. The data were analyzed using a series of path analyses. Results revealed that in the ego identity model, the status with the strongest direct effect was the ego identity diffused status. In the academic identity model, the status with the strongest direct effect was the academic moratorium status. In the ethnic identity model, the statuses had similar direct effects on academic achievement. The academic moratorium identity emerged as the most salient identity status. The findings have implications for educators and students as to how identity impacts students’ performance in the classroom.
An analysis of critical thinking skills with gifted and general education students : relationships between cognitive, achievement, and demographic variables.
(2012-11-29) Kettler, Todd.; Johnsen, Susan K.; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
Critical thinking is an often-stated educational objective in gifted education as well as general education. Yet for all the attention that 21st Century education has placed on thinking skills, including critical thinking, methods of assessing critical thinking are not well-developed or widely used. This study investigated the critical thinking skills of upper elementary students using two tests of critical thinking. Participants (n =208) were fourth grade students in a suburban school district in North Texas. Participants completed both the Cornell Critical Thinking Test and the Test of Critical Thinking. Existing data was collected from the school district, allowing for analysis of the relationships between critical thinking, cognitive ability, student achievement, and demographic variables. As part of the study, critical thinking skills were compared between identified gifted students and general education students. First the study found there was a significant relationship between the two measures of critical thinking (r =.60). Second, identified gifted students outperformed general education students on both measures of critical thinking (d =1.52 and d = 1.36). Third, evidence collected in the study supported significant relationships between cognitive ability and critical thinking as well as academic achievement and critical thinking. There was no evidence to support gender differences in critical thinking and weak evidence to support any critical thinking differences attributed to ethnicity or economic disadvantage. Multiple regression analyses were conducted predicting both tests of critical thinking. Data supported that cognitive ability and academic achievement were strong predictors of critical thinking. A random effects analysis of variance was conducted to rule out potential random effects associated with the participants nested in three different schools chosen at random in the participating school district.
Examination of the effect of professional development on the attitudes of pre-service teachers regarding inclusion of students with autism.
(2012-11-29) Ward, Angela Kristine.; Ivey-Hatz, Julie K., 1971-; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
An experimental design was conducted to examine the change in mean scores of pre-service teachers after targeted professional development. A two-factor repeated measures design was used with professional development as the independent variable and raw scores on The Teacher Attitudes Toward Inclusion Scale (TATIS) as the dependent variable. A total of 65 participants responded to four administrations of the TATIS. Professional development targeting the characteristics of autism spectrum disorders and teaching strategies demonstrated to be effective in the literature was provided to a random sample of the participants. Results demonstrate a change in raw scores of participants in the experimental group following professional development. The scores of the participants in the control group remained constant across administrations of the TATIS. Significant differences were noted when comparing groups of participants specifically between participants majoring in secondary education and those majoring in special education.
Understanding the impact of Equine-Assisted Learning on levels of hope in at-risk adolescents.
(2012-11-29) Frederick, Karen E.; Ivey-Hatz, Julie K., 1971-; Educational Psychology.; Baylor University. Dept. of Educational Psychology.
In this study, the researcher uses an experimental design to investigate the impact of five-week intervention of group Equine-Assisted Learning (EAL) on levels of hope, self-efficacy, and depression in at-risk adolescents. A randomized, longitudinal, repeated measures method is utilized with a treatment group and a control group. Participants in the experimental group participated in a five-week equine-assisted intervention entitled Leading Adolescents to Successful School Outcomes (LASSO) in addition to receiving the regularly provided services of their school. Participants in the control group received only the regularly provided services of their school counselors. Analysis of variance was used to analyze the main effects of the treatment on measurements of hope, self-efficacy, and depression utilizing the Adolescent Domain-Specific Hope Scale (Frederick, 2011), the New Generalized Self-Efficacy Scale (Chen et al., 2001), and the Major Depression Inventory (Bech, 1998; Bech et al., 2001). Data was collected pre- and post-intervention, as well as weekly during the intervention.

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