+publisher:"Andrews University" +contributor:("Tevni Grajales")

1. Smith, Angerlita Yolanda. Attitude, Subjective Norm, and Perceived Behavioral Control as Indicators for Nurse Educators’ Intention to Use Critical Thinking Teaching Strategies: a Structural Equation Model Analysis.

Degree: EdD, Curriculum and Instruction EdD, 2015, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1576

► Problem Deficiencies in new nursing graduates’ ability to use critical thinking skills have been documented. Researchers have found that the continued use of traditional… (more)

▼ Problem Deficiencies in new nursing graduates’ ability to use critical thinking skills have been documented. Researchers have found that the continued use of traditional teaching methods and less student-centered approaches for critical thinking development has contributed to this problem. This particular issue has evoked much concern for institutions and organizations involved with the safe delivery of patient care. The purpose of this study was to examine (a) the relationship between the factors educator characteristics, attitude, subjective norm and perceived behavioral control in a hypothesized model that may influence nurse educators’ intention to use instructional methods that promote critical thinking in this study referred to as evidence-based critical thinking (EBCT) teaching strategies for critical thinking development in baccalaureate nursing students and (b) the relationship between intention to use EBCT teaching strategies and actual use. Method A quantitative, non-experimental correlation survey and cross-sectional design was used to analyze the data in this study. An online survey was used to collect 244 responses from nurse educators who taught in 4-year degree nursing programs in the southeast region of the United States. The Statistical Package for Social Sciences Software (SPSS) and Structural Equation Modeling (SEM) with Analysis of a Moment Structures (AMOS) were used to analyze the data, test the hypothesized model, and provide descriptive statistics, correlations, and model fit results. One main research question and null hypothesis as well as five sub-questions and null sub-hypotheses were tested in this study. Results Results from the analysis of the hypothesized model showed that the initial model did not fit the observed data. However, an adjusted model provided an acceptable fit to the data (X2 = 398, X2/df = 1.51, GFI = 0.88, CFI = 0.92, TLI = 0.91, RMSEA = 0.05). Educator characteristics did not contribute to the initial or adjusted model due to non- significant loadings on the items. Attitude towards use of EBCT teaching strategies had a strong significant positive direct effect on intention to use (β = .95, p ˂ .05) and accounted for 90% of the variance in intention to use; subjective norm indicated a significant weak negative effect on intention to use EBCT teaching strategies (β = ̶ .12, p = .03). No statistically significant relationship was found between perceived behavioral control and intention to use EBCT teaching strategies (β = ̶ 0.03, p =0 .54). There was a statistically significant relationship between intention to use EBCT teaching strategies and actual use (β = 0.30, p = 0.01). While this was a significant finding, the number of nurse educators who rarely or never used any of the critical thinking teaching strategies addressed in this study warrants attention. Together, all three predictors (attitude, subjective norm, and perceived behavioral control) explained 77% of the variance in intention to use EBCT teaching… Advisors/Committee Members: Raymond J. Ostrander, Carol Allen, Tevni Grajales.

Subjects/Keywords: Educational Methods; Higher Education; Nursing

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APA (6^th Edition):

Smith, A. Y. (2015). Attitude, Subjective Norm, and Perceived Behavioral Control as Indicators for Nurse Educators’ Intention to Use Critical Thinking Teaching Strategies: a Structural Equation Model Analysis. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Angerlita Yolanda. “Attitude, Subjective Norm, and Perceived Behavioral Control as Indicators for Nurse Educators’ Intention to Use Critical Thinking Teaching Strategies: a Structural Equation Model Analysis.” 2015. Thesis, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Angerlita Yolanda. “Attitude, Subjective Norm, and Perceived Behavioral Control as Indicators for Nurse Educators’ Intention to Use Critical Thinking Teaching Strategies: a Structural Equation Model Analysis.” 2015. Web. 17 Feb 2019.

Vancouver:

Smith AY. Attitude, Subjective Norm, and Perceived Behavioral Control as Indicators for Nurse Educators’ Intention to Use Critical Thinking Teaching Strategies: a Structural Equation Model Analysis. [Internet] [Thesis]. Andrews University; 2015. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith AY. Attitude, Subjective Norm, and Perceived Behavioral Control as Indicators for Nurse Educators’ Intention to Use Critical Thinking Teaching Strategies: a Structural Equation Model Analysis. [Thesis]. Andrews University; 2015. Available from: https://digitalcommons.andrews.edu/dissertations/1576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Barba Briceño, Luis. Factores Predictores de la Satisfaccion Laboral en los Docentes de las Instituciones Educativas de la APC-SUR.

Degree: PhD, Counseling Psychology, Ph.D., 2011, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/213

► Problem. The present study explores the following research questions: Are the work environment, teacher supervision, teacher recognition, and a fair and equitable perception predictors… (more)

▼ Problem. The present study explores the following research questions: Are the work environment, teacher supervision, teacher recognition, and a fair and equitable perception predictors of work satisfaction in secondary school teachers in the South Central Peru Conference during the 2009 school year? Methodology. This study is exploratory, descriptive, correlational, and cross-sectional. The population sample in this study is comprised of 60 teachers from the South Central Peru Conference secondary schools in the Lima district. The unit of observation was the classroom teacher. A survey was used as the means for collecting information. The statistical software SPSS was used for data processing. For null hypothesis testing, multiple lineal regression was used through a stepwise method. Results. The results show that three research veriables are predictors of work satisfaction for the South Central Peru Conference secondary school teachers: work environment (β1 = 0.531), teacher recognition (β2 = 0.235), and teacher supervision (β3 = 0.261), significant at p< 0.05 and with a determination coefficient R2 = 0.704. Conclusions. The results lead us to conclude that an improvement in a school organizational climate depends on an adequate management of teachers. Work environment, teacher recognition, and teacher supervision predict work satisfaction among secondary school teachers in Seventh-day Adventist educational institutions in the South Central Peru Conference, and make their work gratifying and rewarding. The majority of the Seventh-day Adventist secondary school teachers are satisfied with the values that are practiced, and with the autonomy with which they work. Teachers' satisfaction is good, even though it could be better if their salaries were improved and if their administrators would show more recognition for their work, as a considerable number of teachers (between 20% and 30%) have never received any type of recognition from their administrators, from colleagues, from parents, or from their students. Regarding a fair and equitable treatment, it seems like the teachers do not perceive any religious, gender, social, or economic discrimination. Furthermore, they have the same opportunities for teachers' training and the same autonomy in their work. Advisors/Committee Members: Tevni Grajales Guerra, Alfredo Matos, Salomón Vásquez Villanueva.

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Latin American Languages and Societies

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APA (6^th Edition):

Barba Briceño, L. (2011). Factores Predictores de la Satisfaccion Laboral en los Docentes de las Instituciones Educativas de la APC-SUR. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/213

Chicago Manual of Style (16^th Edition):

Barba Briceño, Luis. “Factores Predictores de la Satisfaccion Laboral en los Docentes de las Instituciones Educativas de la APC-SUR.” 2011. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/213.

MLA Handbook (7^th Edition):

Barba Briceño, Luis. “Factores Predictores de la Satisfaccion Laboral en los Docentes de las Instituciones Educativas de la APC-SUR.” 2011. Web. 17 Feb 2019.

Vancouver:

Barba Briceño L. Factores Predictores de la Satisfaccion Laboral en los Docentes de las Instituciones Educativas de la APC-SUR. [Internet] [Doctoral dissertation]. Andrews University; 2011. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/213.

Council of Science Editors:

Barba Briceño L. Factores Predictores de la Satisfaccion Laboral en los Docentes de las Instituciones Educativas de la APC-SUR. [Doctoral Dissertation]. Andrews University; 2011. Available from: https://digitalcommons.andrews.edu/dissertations/213

3. Lambert, Thula I. Norton. A Structural Equation Model of the Influence of Personal, Behavioral, and Environmental Factors on the Writing Performance of First-year Students at a Selected Michican Community College.

Degree: PhD, Curriculum and Instruction PhD, 2015, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1580

► Problem. While previous writing performance studies have examined a range of motivational variables such as self-efficacy or writing apprehension, certain contextual variables and variables… (more)

▼ Problem. While previous writing performance studies have examined a range of motivational variables such as self-efficacy or writing apprehension, certain contextual variables and variables related to current writing pedagogy and practice have not been included, which has resulted in gaps in the research literature. Method. A non-experimental, correlational, cross-sectional, ex post facto, survey research design was used to examine the personal, behavioral, and environmental factors that had been identified as being of potential influence to students’ writing performance. A census was conducted among the 233 students enrolled in English Composition on the two campuses of a small two-year college in Michigan. The final sample consisted of 125 participants enrolled in 14 sections of a first-semester Freshman English course. Instrumentation for this study consisted of three questionnaires: The Writing Survey (TWS), the Writing Tasks Scale (WTS), and three researcher-developed measures, The Student Information Form (SIF), and two survey record reviews, the Previous Writing Achievement Spreadsheet (PWAS), and the Writing Performance Spreadsheet (WPS). The Statistical Package for the Social Sciences (SPSS) was used to store and organize the data, and generate descriptive statistics. The research hypothesis was tested using structural equation modeling (SEM) with IBM SPSS Amos 21 (Arbuckle, 2012). Results. Structural equation modeling hypothesis-testing procedures indicated an acceptable fit between the theoretical covariance matrix and the observed covariance matrix. The chi-square test of the model was not statistically significant χ2 (33, N = 125) = 41.11, p = .157, which in SEM indicates that the model fits the data. The model yielded acceptable fit indices for all indices except one. The other fit measures attained the recommended target values. The value of the GFI was .94, which indicates a good fit. The NFI was .80, which is below the target value of .95. The CFI was .95, and the RMSEA was .045. The null hypothesis was therefore retained, indicating empirical support for the theoretical model. Non-significant correlations were found between Personal Factors (PF) and Environmental Factors (EF), r = .29, p = .359, Behavioral Factors (BF) and Environmental Factors (EF), r = .29, p = .325, and Personal Factors (PF) and Behavioral Factors (BF), r = .19, p = .105. Personal Factors (PF) was the only significant predictor of writing performance. The path coefficient of .26 indicated a large effect size (> .25, Kieth, 2006). Writing performance was influenced by the direct effect of Personal Factors (PF), which accounted for approximately 7% of the variance in writing performance. Conclusions. The theoretical model of writing performance was supported by the findings. In addition, the causal contribution of Personal Factors, consisting of previous writing achievement, self-regulatory efficacy, and self-efficacy for writing tasks to first-year composition students’ writing… Advisors/Committee Members: Elvin Gabriel, Tevni Grajales Guerra, Larry D. Burton.

Subjects/Keywords: Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Lambert, T. I. N. (2015). A Structural Equation Model of the Influence of Personal, Behavioral, and Environmental Factors on the Writing Performance of First-year Students at a Selected Michican Community College. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1580

Chicago Manual of Style (16^th Edition):

Lambert, Thula I Norton. “A Structural Equation Model of the Influence of Personal, Behavioral, and Environmental Factors on the Writing Performance of First-year Students at a Selected Michican Community College.” 2015. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1580.

MLA Handbook (7^th Edition):

Lambert, Thula I Norton. “A Structural Equation Model of the Influence of Personal, Behavioral, and Environmental Factors on the Writing Performance of First-year Students at a Selected Michican Community College.” 2015. Web. 17 Feb 2019.

Vancouver:

Lambert TIN. A Structural Equation Model of the Influence of Personal, Behavioral, and Environmental Factors on the Writing Performance of First-year Students at a Selected Michican Community College. [Internet] [Doctoral dissertation]. Andrews University; 2015. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1580.

Council of Science Editors:

Lambert TIN. A Structural Equation Model of the Influence of Personal, Behavioral, and Environmental Factors on the Writing Performance of First-year Students at a Selected Michican Community College. [Doctoral Dissertation]. Andrews University; 2015. Available from: https://digitalcommons.andrews.edu/dissertations/1580

4. Blandin, Allyson. Parental Involvement, Socio-economic Status and Students' Perceptions of the Classroom Learning Environmnet as Predictors of 8th Grade Students Academic Achievement: A Structural Equation Model.

Degree: PhD, Curriculum and Instruction PhD, 2016, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1597

► Problem Academic achievement among the nation’s youth has been on the decline for decades. The statistics from the National Assessment of Educational Progress (NAEP)… (more)

▼ Problem Academic achievement among the nation’s youth has been on the decline for decades. The statistics from the National Assessment of Educational Progress (NAEP) paints a bleak picture of the academic performance of more than half of the 4th and 8th grade students being below the required levels of proficiency in reading and mathematics. This is evidence that a problem of low academic achievement exists among certain student groups within the public education system. Therefore, it creates an academic achievement gap, which is reflected in the disparity in the standardized scores between students of color from low socio-economic status with their white/ middle-class counterparts. The negative ramifications associated with this low level of academic achievement cannot be underscored sufficiently. Purpose The purpose of this study was to analyze the collective influence of the predictors parental involvement, socio-economic status and students’ perceptions of the classroom learning environment on 8th grade students’ academic achievement in mathematics and language arts. The intention was to provide an analysis of these predictors of academic achievement and to expand knowledge of the inter-relationships between the variables correlated with it. Additionally, insights into the academic achievement gap are provided. Research Design The study employed a quantitative, cross-sectional, survey, Structural Equation Modeling design. The sample was drawn from the middle school population. There were 77 student participants with their parents who were from two middle schools across two states in the US. The data was analyzed using AMOS statistical package to estimate the parameters and to determine the fit of the structural model with the observed data. The statistical significance level of .05 was established for the study. Results The results from the analysis partially supported the structural model. Some of the hypothesized relationships emerged as expected with positive, moderate and statistically significant correlations. These include Parental Educational Status (PES) with Free and Reduced Lunch (FRL), FRL with academic achievement (AA), PES with Parental Involvement (PI). The hypothesized relationship between FRL and PI, PI and AA, PI and CLE and CLE and AA did not emerge as expected. Their correlations were statistically non-significant with the correlation between CLE and AA and PI and CLE being in an inverse direction. Regarding the sub-models, the lack of a statistically significant correlation between PI and AA, resulted in its inability to mediate the relationship between PES and AA and FRL and AA. Therefore, PI failed to mediate the influence of both FRL and PES on AA. These sub-models of the inter-relationship between FRL, PI and AA and PES, PI and AA were not confirmed as expected. Further investigation is required to explain these unexpected findings, although the small sample size could be partially responsible for this outcome. Conclusions … Advisors/Committee Members: Larry D. Burton, Tevni Grajales, Elvin Gabriel.

Subjects/Keywords: Academic Achievement; Eighth Grade; Learning Environment; Curriculum and Instruction; Education

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APA (6^th Edition):

Blandin, A. (2016). Parental Involvement, Socio-economic Status and Students' Perceptions of the Classroom Learning Environmnet as Predictors of 8th Grade Students Academic Achievement: A Structural Equation Model. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1597

Chicago Manual of Style (16^th Edition):

Blandin, Allyson. “Parental Involvement, Socio-economic Status and Students' Perceptions of the Classroom Learning Environmnet as Predictors of 8th Grade Students Academic Achievement: A Structural Equation Model.” 2016. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1597.

MLA Handbook (7^th Edition):

Blandin, Allyson. “Parental Involvement, Socio-economic Status and Students' Perceptions of the Classroom Learning Environmnet as Predictors of 8th Grade Students Academic Achievement: A Structural Equation Model.” 2016. Web. 17 Feb 2019.

Vancouver:

Blandin A. Parental Involvement, Socio-economic Status and Students' Perceptions of the Classroom Learning Environmnet as Predictors of 8th Grade Students Academic Achievement: A Structural Equation Model. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1597.

Council of Science Editors:

Blandin A. Parental Involvement, Socio-economic Status and Students' Perceptions of the Classroom Learning Environmnet as Predictors of 8th Grade Students Academic Achievement: A Structural Equation Model. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1597

5. Spence, Olivia L. R. Teachers' Cultural Competence and Students' Perception of the Social Classroom Climate in Culturally Different Middle School Classrooms.

Degree: PhD, Curriculum and Instruction PhD, 2016, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1604

► Problem Teachers and students often come from different cultural backgrounds, so classrooms are increasingly becoming the venue where interactions, if not appropriately managed, will… (more)

Subjects/Keywords: Cultural Competence; Multicultural; Effective Teachers; Bilingual, Multilingual, and Multicultural Education; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Spence, O. L. R. (2016). Teachers' Cultural Competence and Students' Perception of the Social Classroom Climate in Culturally Different Middle School Classrooms. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1604

Chicago Manual of Style (16^th Edition):

Spence, Olivia L R. “Teachers' Cultural Competence and Students' Perception of the Social Classroom Climate in Culturally Different Middle School Classrooms.” 2016. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1604.

MLA Handbook (7^th Edition):

Spence, Olivia L R. “Teachers' Cultural Competence and Students' Perception of the Social Classroom Climate in Culturally Different Middle School Classrooms.” 2016. Web. 17 Feb 2019.

Vancouver:

Spence OLR. Teachers' Cultural Competence and Students' Perception of the Social Classroom Climate in Culturally Different Middle School Classrooms. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1604.

Council of Science Editors:

Spence OLR. Teachers' Cultural Competence and Students' Perception of the Social Classroom Climate in Culturally Different Middle School Classrooms. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1604

6. Jankiewicz, Edyta. The Lived Experience of Conversion in the Broader Context of Experience of Faith Formation: A Phenomenological Study of Third- and Greater-generation Seventh-day Adventist Young Adults.

Degree: PhD, 2016, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1607

► Problem While the New Testament Scriptures describe the characteristics of first-generation conversion, they do not describe how the children of believers come to Christian… (more)

▼ Problem While the New Testament Scriptures describe the characteristics of first-generation conversion, they do not describe how the children of believers come to Christian faith. Moreover, while there has been considerable empirical research on conversion, very little of it addresses conversion in the lives of those nurtured in faith. As a result, many second- and greater-generation Christians may feel that the term “conversion” does not describe their spiritual experiences. The purpose of this study was to describe the lived experience of conversion in the lives of those nurtured in faith from childhood. Method This study adopted a phenomenological approach to qualitative research. The sample for this study included Seventh-day Adventist (SDA) young adults who had grown up within an SDA family and faith context, who were at least third-generation SDA, and who were currently members of SDA faith communities. Data were gathered through semi-structured interviews with fourteen participants, who were asked to describe both their formational faith experiences as well as their conversion experiences. A hermeneutical approach to analysis was then implemented; this involved weaving codes and categories together with ideas generated through analytic memo writing, and then organizing them into recurring themes. Results Across the 14 interviews, the experiences of both faith formation and conversion were identified. From the pattern of overlapping themes that emerged from data analysis, the experience of faith formation can be described as a dynamic process that integrates the intellectual, affective and behavioral domains of life that is facilitated by community and that necessitates personal choice. Within this broader context of experience of faith formation, the participants in this study experienced conversion, which they described as a gradual, ongoing process, facilitated by multiple significant moments or events that occurred across the course of their lives. This process involved movement toward integration of childhood, adolescent and young adult experiences in both the intellectual and affective domains, and was accompanied by behavioral choices that resulted in greater congruence between the intellectual, affective and behavioral domains of faith. Conclusion The findings of this study suggest that third- and greater-generation believers experience conversion as a gradual process of change in the intellectual, affective and behavioral domains that in many ways parallels the experiences of first-generation believers; however, whilst for first-generation Christians these are new experiences, those who have grown up within the context of faith experience conversion as an integration of formational and later experiences, frequently resulting in a less dramatic experience. These findings provide second- and greater-generation believers with a framework for understanding their spiritual experiences, as well as with a language for articulating a conversion narrative,… Advisors/Committee Members: Tevni Grajales, Kathleen Beagles, Cheryl Doss.

Subjects/Keywords: Conversion; Seventh-day Adventists Youth; Faith Formation; Practical Theology; Religion

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APA (6^th Edition):

Jankiewicz, E. (2016). The Lived Experience of Conversion in the Broader Context of Experience of Faith Formation: A Phenomenological Study of Third- and Greater-generation Seventh-day Adventist Young Adults. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1607

Chicago Manual of Style (16^th Edition):

Jankiewicz, Edyta. “The Lived Experience of Conversion in the Broader Context of Experience of Faith Formation: A Phenomenological Study of Third- and Greater-generation Seventh-day Adventist Young Adults.” 2016. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1607.

MLA Handbook (7^th Edition):

Jankiewicz, Edyta. “The Lived Experience of Conversion in the Broader Context of Experience of Faith Formation: A Phenomenological Study of Third- and Greater-generation Seventh-day Adventist Young Adults.” 2016. Web. 17 Feb 2019.

Vancouver:

Jankiewicz E. The Lived Experience of Conversion in the Broader Context of Experience of Faith Formation: A Phenomenological Study of Third- and Greater-generation Seventh-day Adventist Young Adults. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1607.

Council of Science Editors:

Jankiewicz E. The Lived Experience of Conversion in the Broader Context of Experience of Faith Formation: A Phenomenological Study of Third- and Greater-generation Seventh-day Adventist Young Adults. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1607

7. Mngo, Agnes Y. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.

Degree: PhD, Curriculum and Instruction PhD, 2017, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1627

► Problem Statement The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from… (more)

▼ Problem Statement The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from educators who are still not accepting of the presence of students with disabilities in general education classrooms. This resistance has been attributed to several factors ranging from attachment to customs and traditions that encourage the isolation of persons with disabilities, to the lack of resources and professionals needed for the successful implementation of inclusive education programs. These unfavorable attitudes have been a cause for concern among parents, educators, and especially government leaders who do not want to be left behind the international community in embracing inclusive education. Researchers have found that unsuccessful inclusive programs stem from teachers’ perceptions of the concept of inclusion, their teaching ability, classroom management, and benefits/outcomes of inclusion. As a result, this study sought to examine if there is a relationship between teachers’ characteristics (such as gender, age, the level of education, years of teaching experience, experience teaching in inclusive classrooms, training, and teachers’ language of instruction), and their attitudes toward inclusive education. Method A quantitative non-experimental descriptive survey research design was used in this study. Participants included 346 full-time state licensed general education teachers from seven bilingual secondary schools participating in SEEPD pilot inclusive education program in the North West Region of Cameroon. A survey instrument “Opinions Relative to the Integration of Students with Disabilities” (ORI) was used to collect data in determining the attitudes of general education teachers toward inclusion. The Statistical Package for Social Sciences Software (SPSS) was used to analyze the data, organize the results, and provide descriptive statistics, multivariate and univariate analysis of variances (MANOVA, and ANOVA). Results Teachers’ attitudes toward inclusive education in Cameroon were negative on how they perceived the concept of inclusion and perceptions of their ability to teach in inclusive classrooms. They had positive attitudes toward managing students with disabilities in inclusive classrooms, and about the outcomes/benefits of inclusion. Overall, most teachers in the pilot inclusive education program in the North West Region of Cameroon were not accepting of the presence of students with disabilities in general education classrooms. These negative attitudes were manifested in teachers’ self-perceptions of their inability or lack of training in both special and inclusive education. There was no significant difference in attitudes on the basis of the language of instruction. However, differences were found regarding the other demographic variables such as age, gender, experience, and education. Male teachers were more favorable to inclusion than their female colleagues. Additionally, older, more… Advisors/Committee Members: Lee Davidson, Tevni Grajales, Faith-Ann McGarrell.

Subjects/Keywords: General Education; Students with Disabilities; Inclusive Education; Teachers; Cameroon; Disability and Equity in Education

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APA (6^th Edition):

Mngo, A. Y. (2017). An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1627

Chicago Manual of Style (16^th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1627.

MLA Handbook (7^th Edition):

Mngo, Agnes Y. “An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon.” 2017. Web. 17 Feb 2019.

Vancouver:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1627.

Council of Science Editors:

Mngo AY. An Investigation of the Attitudes Held by General Education Teachers Toward Students with Disabilities in a Pilot Inclusive Education Program in Cameroon. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1627

8. Stubbins, Quentin L. The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self-esteem, and Depression Among Low-Income African American Male Youth.

Degree: PhD, Counseling Psychology, Ph.D., 2016, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1625

► Problem The literature is clear that African American youth receive a shallow account from parents and schools about Black history. More importantly, African American… (more)

▼ Problem The literature is clear that African American youth receive a shallow account from parents and schools about Black history. More importantly, African American male youth from low-income families rarely receive information about Black history. Youth today watch television for entertainment and through watching television learn about new facts and information. African American youth watch more television than any other ethnic group. The media has a long history of portraying African Americans in a negative light. The negative media portrayals of African Americans have impacted their racial identity, self-esteem, self-efficacy and their mental health. No research has been done on the effects of watching a Black History film since Roots back in the 1970’s. Further research is needed to understand the impact of how watching and learn from a Black history documentary impacts low-income young African American males’ racial identity, self-esteem, self-efficacy, and depression. Method A mix study design was conducted for this study. First a true experimental design was conducted for 20 African Americans males from low-income families. Participants were randomly assigned to a treatment group and a control group. The treatment group (n=10) watched a Black history documentary for six weeks and filled out pretest and posttest measures on their racial identity, self-esteem, self-efficacy, and depression. The control group (n=10) only filled out same measures as the treatment group but did not watch a video. Participants of the treatment group (n=5) continued with the study after the 6 weeks to answer questions on how the documentary impacted their racial identity, self-esteem, self-efficacy, and depression in a form of a case study. Results The MANCOVA and the ANCOVA found that the Black history documentary did not impact participants of the treatment groups’ racial identity, self-esteem, self-efficacy, and depression. Results indicated that the treatment group and the control group had similar racial identity, self-esteem, self-efficacy, and depression scores. However, the case study based found themes that consisted of knowledge of Black history, importance of supporting the Black community, desire to learn about Black history, continuity of African American identity development, higher self-esteem, higher self-efficacy, and mixed emotions. Conclusions Watching Black history documentaries can impact young African American males’ racial identity, self-esteem, and self-efficacy. The documentary helped participants feel pride in their race, accomplish anything they set their mind too, and feel better about themselves. This study also provided implications for mental health professionals who work with African Americans. It suggests that mental health professionals need to learn more about Black history and understand the barriers African Americans face when working with mental health services. Advisors/Committee Members: Carole Woolford-Hunt, Elvin Gabriel, Tevni Grajales.

Subjects/Keywords: Black History; Racial Identity; Self-efficacy; Self-esteem; African American Youth; Race and Ethnicity

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APA (6^th Edition):

Stubbins, Q. L. (2016). The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self-esteem, and Depression Among Low-Income African American Male Youth. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1625

Chicago Manual of Style (16^th Edition):

Stubbins, Quentin L. “The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self-esteem, and Depression Among Low-Income African American Male Youth.” 2016. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1625.

MLA Handbook (7^th Edition):

Stubbins, Quentin L. “The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self-esteem, and Depression Among Low-Income African American Male Youth.” 2016. Web. 17 Feb 2019.

Vancouver:

Stubbins QL. The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self-esteem, and Depression Among Low-Income African American Male Youth. [Internet] [Doctoral dissertation]. Andrews University; 2016. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1625.

Council of Science Editors:

Stubbins QL. The Effects of Learning about Black History on Racial Identity, Self-efficacy, Self-esteem, and Depression Among Low-Income African American Male Youth. [Doctoral Dissertation]. Andrews University; 2016. Available from: https://digitalcommons.andrews.edu/dissertations/1625

9. Beagles, Kathleen. The Validity of the Growing Disciples in Community Model Among Adolescents in Seventh-day Adventist Schools in North America.

Degree: PhD, Counseling Psychology, Ph.D., 2009, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/220

► Purpose of the Study. There is little empirical research about discipleship, and particularly discipleship and adolescents. An understanding of Christian discipleship might, however, be… (more)

▼ Purpose of the Study. There is little empirical research about discipleship, and particularly discipleship and adolescents. An understanding of Christian discipleship might, however, be an antidote for a growing trend toward consumer mentality in the church, the effect of post-Christian culture on the home, and the departure of the younger generations from active church life, which are all seen as problems that face Western Christianity. The purpose of this study was to examine the validity of a discipleship model—Growing Disciples in Community. Method. A conceptual model of discipleship and discipling based on theology and social science theory is developed and tested for its validity. Using Amos 7, the theoretical model was tested using confirmatory factor analysis (CFA) and structural equation modeling (SEM) with a large dataset of some 11,000 cases of adolescents attending private schoolsoperated by the Seventh-day Adventist Church in North America. The primary objective was to determine whether thetheoretical covariance matrix is consistent with the empirical covariance matrix. Results: 1. The theoretical covariance matrix and the empirical covariance matrix were found to be consistent, which indicates that there is empirical support for the Growing Disciples in Community model. 2. There were found to be significant relationships (correlations) among the variables of the model. 3. The validity of the model was also found to be stable across demographic characteristics such as gender, ethnicity, grade levels, and even at-risk behaviors. Conclusion. The Growing Disciples in Community model includes concepts of connecting, understanding, and ministering, which are considered processes of personal discipleship. The model indicates that the discipling attitudes and behaviors of family, friends, Christian teachers, and the local congregation (equipping) help explain adolescents’ responses to the indicators ofpersonal discipleship. Intergenerational connectedness with other Christians has a strong impact on adolescents’ connecting with God and others, understanding and appreciating God’s relationship with humanity, and ministering to and serving others around them. Intentional efforts within the local church to develop and strengthen healthy and appropriate intergenerational relationships will support and benefit the discipleship of all members, not only adolescents. Advisors/Committee Members: Jimmy Kijai, O. Jane Thayer, Tevni Grajales.

Subjects/Keywords: Christianity; Religion

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APA (6^th Edition):

Beagles, K. (2009). The Validity of the Growing Disciples in Community Model Among Adolescents in Seventh-day Adventist Schools in North America. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/220

Chicago Manual of Style (16^th Edition):

Beagles, Kathleen. “The Validity of the Growing Disciples in Community Model Among Adolescents in Seventh-day Adventist Schools in North America.” 2009. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/220.

MLA Handbook (7^th Edition):

Beagles, Kathleen. “The Validity of the Growing Disciples in Community Model Among Adolescents in Seventh-day Adventist Schools in North America.” 2009. Web. 17 Feb 2019.

Vancouver:

Beagles K. The Validity of the Growing Disciples in Community Model Among Adolescents in Seventh-day Adventist Schools in North America. [Internet] [Doctoral dissertation]. Andrews University; 2009. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/220.

Council of Science Editors:

Beagles K. The Validity of the Growing Disciples in Community Model Among Adolescents in Seventh-day Adventist Schools in North America. [Doctoral Dissertation]. Andrews University; 2009. Available from: https://digitalcommons.andrews.edu/dissertations/220

10. Merklin, Lynn M. An Evaluation of Health Behavior Change During a General Education Health Course.

Degree: PhD, Curriculum and Instruction PhD, 2010, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/574

► Problem. There have been no studies as to the effectiveness of the one-credit general education health course at Andrews University, Fit for Life, in… (more)

▼ Problem. There have been no studies as to the effectiveness of the one-credit general education health course at Andrews University, Fit for Life, in promoting the adoption of healthy lifestyle behaviors. Because behavior change is a process that occurs over time, any measurement of student health behaviors must be sensitive enough to detect the early stages of behavior change as well as the behaviors themselves. Method. The purpose of this study was to determine the degree to which students enrolled in Fit for Life adopted the health behaviors promoted in the course, evidenced by progress through the stages of change, as described by the transtheoretical model. This was a descriptive evaluation study utilizing a mixed-methods approach with simultaneous quantitative and qualitative methodology. The Health Risk Intervention survey, modified to meet the needs of undergraduate students, was used in a pretest/posttest design to measure the stages of change for Fit for Life students and controls for nine health behaviors. Face-to-face interviews were conducted at the beginning and end of the course with five Fit for Life students to validate and corroborate the results of the survey. Results. Participation in the Fit for Life course was significantly correlated with higher stages of change for getting optimal sleep (R = .200) and for fruit and vegetable consumption (R = .145) at posttest. Students also reported significantly higher rates of stress management than controls 2(1) = 4.205). Overall, Fit for Life students progressed through the stages of change for significantly more health behaviors (t(167) = 4.420, p < .001), and reported practicing significantly more health behaviors at the end of the course than did controls (t(167) = 2.582, p = .011). Besides the statistically significant changes, half of all students stated that they were exercising more and half said they were eating better as a direct result of the course. Significant differences were seen between males and females, with females less likely to exercise regularly than males (R = -.276). Significant differences were also observed between ethnic groups, with Hispanic students being less likely to exercise regularly (R = -.150), and Asian students being less likely to be practicing depression prevention (R = -.199), less likely to be managing their stress (R = -.214), and more likely to have used or be using alcohol (R = -.209). Conclusion. The Fit for Life course was effective at promoting behavior change among its students. Most students made progress through the stages of behavior change for one or more health behaviors. This progress was corroborated by student comments about changes they had made in their health behaviors, such as getting more exercise, eating better, being more aware of what they ate, getting better sleep, and practicing stress management. Advisors/Committee Members: Larry D. Burton, Alice Williams, Tevni Grajales.

Subjects/Keywords: Christian Denominations and Sects; Higher Education

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APA (6^th Edition):

Merklin, L. M. (2010). An Evaluation of Health Behavior Change During a General Education Health Course. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/574

Chicago Manual of Style (16^th Edition):

Merklin, Lynn M. “An Evaluation of Health Behavior Change During a General Education Health Course.” 2010. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/574.

MLA Handbook (7^th Edition):

Merklin, Lynn M. “An Evaluation of Health Behavior Change During a General Education Health Course.” 2010. Web. 17 Feb 2019.

Vancouver:

Merklin LM. An Evaluation of Health Behavior Change During a General Education Health Course. [Internet] [Doctoral dissertation]. Andrews University; 2010. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/574.

Council of Science Editors:

Merklin LM. An Evaluation of Health Behavior Change During a General Education Health Course. [Doctoral Dissertation]. Andrews University; 2010. Available from: https://digitalcommons.andrews.edu/dissertations/574

11. Miguel, Jose Iran. Organizational Leadership : a Study of the Perceptions of Servant Leadership Practices and Beliefs, and its Implications for a Private Christian Institution of Higher Education in Brazil.

Degree: PhD, Leadership PhD, 2009, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/579

► Purpose. This study verified the perceptions of the workers of Brazil Adventist University (UNASP) regarding the beliefs and practices of servant leadership by using… (more)

▼ Purpose. This study verified the perceptions of the workers of Brazil Adventist University (UNASP) regarding the beliefs and practices of servant leadership by using data collected online through the instrument called the Organizational Leadership Assessment (OLA), focusing on six key areas of organizational health, according to three independent variables, which are leadership categories, campus, and gender. Method. As a quantitative comparative study, the relationship between dependent and independent variables was determined by means of a one-way multivariate analysis of variance (MANOVA) and a 2 by 3 factorial design in order to observe significant differences and interactions between variables. A total of 192 employees working in the three campuses participated in this research involving the three leadership categories (top leadership, management, and workforce). Results. Considering the six levels of organizational health, the institution is perceived as being at a level of limited health, with significant differences of perception among the leadership categories revealing contrasts between the top leadership and the workforce. Besides, when contrasting Campus I and Campus II with Campus III, there are significant differences of perceptions between the first two campuses and the third one. On the other hand, there is no significant difference of perceptions between the genders. Conclusion. The findings show evidence that the institution, having a limited level of organizational health, has a tendency to use traditionalistic attitudes in its practice of leadership. There is also a lack of unanimity regarding the perception of beliefs and practices of servant leadership among the leadership categories. From the six areas of organizational health, the areas of value people and build community are perceived as the most developed and practiced by the institution, whereas share leadership and develop people are the least practiced and the ones that need the most attention. Advisors/Committee Members: Robson M. Marinho, Shirley A. Freed, Tevni Grajales.

Subjects/Keywords: Brazil Adventist University.; Christian Denominations and Sects; Educational Leadership; Nonprofit Administration and Management; Practical Theology

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APA (6^th Edition):

Miguel, J. I. (2009). Organizational Leadership : a Study of the Perceptions of Servant Leadership Practices and Beliefs, and its Implications for a Private Christian Institution of Higher Education in Brazil. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/579

Chicago Manual of Style (16^th Edition):

Miguel, Jose Iran. “Organizational Leadership : a Study of the Perceptions of Servant Leadership Practices and Beliefs, and its Implications for a Private Christian Institution of Higher Education in Brazil.” 2009. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/579.

MLA Handbook (7^th Edition):

Miguel, Jose Iran. “Organizational Leadership : a Study of the Perceptions of Servant Leadership Practices and Beliefs, and its Implications for a Private Christian Institution of Higher Education in Brazil.” 2009. Web. 17 Feb 2019.

Vancouver:

Miguel JI. Organizational Leadership : a Study of the Perceptions of Servant Leadership Practices and Beliefs, and its Implications for a Private Christian Institution of Higher Education in Brazil. [Internet] [Doctoral dissertation]. Andrews University; 2009. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/579.

Council of Science Editors:

Miguel JI. Organizational Leadership : a Study of the Perceptions of Servant Leadership Practices and Beliefs, and its Implications for a Private Christian Institution of Higher Education in Brazil. [Doctoral Dissertation]. Andrews University; 2009. Available from: https://digitalcommons.andrews.edu/dissertations/579

12. Sample, Melina. Emotional Intelligence And Decision-Making As Predictors Of Antisocial Behavior.

Degree: PhD, Counseling Psychology, Ph.D., 2017, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1632

► Problem Antisocial behaviors in the general population are not well understood and little studied, however, their acceptance is becoming more normalized and accepted by… (more)

▼ Problem Antisocial behaviors in the general population are not well understood and little studied, however, their acceptance is becoming more normalized and accepted by society. This present study intended to focus on the contributing factors of emotional intelligence and decision-making to the presence of antisocial behaviors, and how these contributions vary by gender. Method This study used the Levenson Self-Report Psychopathy Scale, the Trait Emotional Intelligence Questionnaire – Short Form, and the General Decision Making Style Inventory to explore the relationships between the three variables. A structural equation model was developed to examine the theoretical covariance matrix proposed in comparison to the empirical covariance matrix developed from collected data. Four hundred and thirteen adults in the United States general population were used for this study. Results The original structural equation model suggested a poor fit with the collected data. The revised model included additional paths based on theory found in the literature. The revised model showed an excellent fit with the data. A strong correlation between emotional intelligence and decision-making was indicated. Emotional intelligence had a high, significant impact on both Primary and Secondary Psychopathy (SEC). Decision-making had a low, but significant impact on SEC. The adjusted model accounted for 69% of the variance of Primary Psychopathy (PRI) and 68% of variance for SEC. The revised model was also assessed to examine differences between males and females. The revised model achieved an acceptable fit for males, and a superior fit for females, indicating no gender differences for the proposed model. Conclusions This hypothesized theoretical model was supported by the findings from this study. The contribution of emotional intelligence and decision-making to antisocial behaviors was validated through statistical significance. Findings indicated some minor variations according to gender. These findings have implications for the field of counseling psychology, as well as society’s understanding and acceptance of antisocial behaviors in the general population. Advisors/Committee Members: Carole Woolford-Hunt, Elvin Gabriel, Tevni Grajales.

Subjects/Keywords: Emotional Intelligence; Decision-Making; Antisocial Behavior; Social and Behavioral Sciences

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APA (6^th Edition):

Sample, M. (2017). Emotional Intelligence And Decision-Making As Predictors Of Antisocial Behavior. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1632

Chicago Manual of Style (16^th Edition):

Sample, Melina. “Emotional Intelligence And Decision-Making As Predictors Of Antisocial Behavior.” 2017. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1632.

MLA Handbook (7^th Edition):

Sample, Melina. “Emotional Intelligence And Decision-Making As Predictors Of Antisocial Behavior.” 2017. Web. 17 Feb 2019.

Vancouver:

Sample M. Emotional Intelligence And Decision-Making As Predictors Of Antisocial Behavior. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1632.

Council of Science Editors:

Sample M. Emotional Intelligence And Decision-Making As Predictors Of Antisocial Behavior. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1632

13. Brown, Kenreah LaVaughn. A Comparison Of Vocal Health, Hygiene, And Perceptions In Student Teachers, Voice Music Majors, and Speech-Language Pathology Majors: A Preliminary Study.

Degree: MS, Speech-Language Pathology, MS, 2017, Andrews University

URL: https://digitalcommons.andrews.edu/theses/108

► Problem There are many college/university students studying to become teachers, professional singers, and speech-language pathologists. Yet, despite research available on the risk of developing… (more)

Subjects/Keywords: Voice Disorders; Vocal Hygiene; Speech Pathology and Audiology

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APA (6^th Edition):

Brown, K. L. (2017). A Comparison Of Vocal Health, Hygiene, And Perceptions In Student Teachers, Voice Music Majors, and Speech-Language Pathology Majors: A Preliminary Study. (Thesis). Andrews University. Retrieved from https://digitalcommons.andrews.edu/theses/108

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown, Kenreah LaVaughn. “A Comparison Of Vocal Health, Hygiene, And Perceptions In Student Teachers, Voice Music Majors, and Speech-Language Pathology Majors: A Preliminary Study.” 2017. Thesis, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/theses/108.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown, Kenreah LaVaughn. “A Comparison Of Vocal Health, Hygiene, And Perceptions In Student Teachers, Voice Music Majors, and Speech-Language Pathology Majors: A Preliminary Study.” 2017. Web. 17 Feb 2019.

Vancouver:

Brown KL. A Comparison Of Vocal Health, Hygiene, And Perceptions In Student Teachers, Voice Music Majors, and Speech-Language Pathology Majors: A Preliminary Study. [Internet] [Thesis]. Andrews University; 2017. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/theses/108.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown KL. A Comparison Of Vocal Health, Hygiene, And Perceptions In Student Teachers, Voice Music Majors, and Speech-Language Pathology Majors: A Preliminary Study. [Thesis]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/theses/108

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Whitehall, Donn. A Quantitative Study of Employees' Perceptions of the Relationship Between the Organizational Culture of a Toronto-Based Technology Company, and Their Job Satisfaction and Engagement.

Degree: PhD, Higher Education Administration PhD, 2018, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1668

► Problem There are gaps in the literature related to organizational culture, job satisfaction, and employee engagement. Researchers have noted that these variables, and the… (more)

▼ Problem There are gaps in the literature related to organizational culture, job satisfaction, and employee engagement. Researchers have noted that these variables, and the relationships amongst them, have not been studied enough and there exists a need for further research. The purpose of this study was to examine employees’ perceptions of the relationship between the organizational culture of a Toronto-based technology company, and their job satisfaction and engagement. Method This study utilized a quantitative, non-experimental, correlational method, while employing a cross-sectional approach with secondary data. This study used data collected by a Toronto-based technology company in June of 2016. The goal of this survey was to measure employee engagement and overall employee happiness, for the purpose of determining what areas of the organization’s culture, if any, needed to be improved. The participants for this study were all full-time employees of the organization. Seventy-three percent of the employee workforce - 76 out of a total of 104 employees - completed the survey. The hypotheses were tested using bivariate correlation analysis to examine the relationship between the variables. Results The results showed that (1) employees’ perceived organizational culture was positively correlated with their job satisfaction; (2) employees’ perceived organizational culture was positively correlated with their engagement; (3) there is no statistically significant correlation between employees’ length of time with the organization, and their job satisfaction; and (4) employees’ gender was not correlated with their job satisfaction. Two of the hypotheses were supported, while two were not. Research Hypothesis H1: There is a statistically significant relationship between employees’ perception of the organizational culture of a Toronto-based technology company, and their job satisfaction. This hypothesis was supported Research Hypothesis H2: There is a statistically significant relationship between employees’ perceptions of the organizational culture of a Toronto-based technology company, and their job engagement. This hypothesis was supported. Research Hypothesis H3: There is a statistically significant relationship between employees’ length of time at a Toronto-based technology company, and their job satisfaction. This hypothesis was rejected Research Hypothesis H4: There is a statistically significant relationship between employees’ gender and their job satisfaction. This hypothesis was rejected. Conclusions The results of this study confirmed that there is a strong positive, significant, relationship between organizational culture and the job satisfaction and engagement of employees. Organizations should therefore strategically plan to develop an organizational culture that will lead to high levels of job satisfaction and engagement among their employees, as this may result in positive business outcomes including employee retention and higher levels of commitment to the… Advisors/Committee Members: Elvin Gabriel, Tevni Grajales, Jay Brand.

Subjects/Keywords: Organizational Culture; Job Satisfaction; Employee Engagement; Business Administration, Management, and Operations; Organizational Behavior and Theory

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APA (6^th Edition):

Whitehall, D. (2018). A Quantitative Study of Employees' Perceptions of the Relationship Between the Organizational Culture of a Toronto-Based Technology Company, and Their Job Satisfaction and Engagement. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1668

Chicago Manual of Style (16^th Edition):

Whitehall, Donn. “A Quantitative Study of Employees' Perceptions of the Relationship Between the Organizational Culture of a Toronto-Based Technology Company, and Their Job Satisfaction and Engagement.” 2018. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1668.

MLA Handbook (7^th Edition):

Whitehall, Donn. “A Quantitative Study of Employees' Perceptions of the Relationship Between the Organizational Culture of a Toronto-Based Technology Company, and Their Job Satisfaction and Engagement.” 2018. Web. 17 Feb 2019.

Vancouver:

Whitehall D. A Quantitative Study of Employees' Perceptions of the Relationship Between the Organizational Culture of a Toronto-Based Technology Company, and Their Job Satisfaction and Engagement. [Internet] [Doctoral dissertation]. Andrews University; 2018. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1668.

Council of Science Editors:

Whitehall D. A Quantitative Study of Employees' Perceptions of the Relationship Between the Organizational Culture of a Toronto-Based Technology Company, and Their Job Satisfaction and Engagement. [Doctoral Dissertation]. Andrews University; 2018. Available from: https://digitalcommons.andrews.edu/dissertations/1668

15. Fraser, Jasmine J. Family Relational Dialectics: A Systemic Model for Explaining Relational Factors Contributing to Adolescents' Faith Maturity, Life Values, and Commitment to Christ.

Degree: PhD, Religious Education, PhD, 2018, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1658

► <h2>Problem</h2> Though widespread studies have been conducted on the psycho-socio-cultural effects of family systems functioning on individuals’ developmental outcomes, there is limited discussion on the… (more)

▼ <h2>Problem</h2> Though widespread studies have been conducted on the psycho-socio-cultural effects of family systems functioning on individuals’ developmental outcomes, there is limited discussion on the direct correlations between family relational encounters and adolescents’ development of faith and life values. The effects of dialectical interplay within family systems are often missed, misinterpreted, or minimized. This study presumed that because familial relationships have far-reaching psycho-socio-cultural effects on individuals’ development outcomes, there are also likely effects on certain religious outcomes. Subsequently, certain parent-child relational encounters were examined to determine whether they have significant effects on adolescents’ faith maturity, life values, and commitment to Christ. <h2>Method</h2> A quantitative, non-experimental, exploratory correlational research design utilizing secondary data analysis was used to test the family systems dialectics (FSD) model. The FSD model is a synthesis of tenets of family systems theories (FST) and relational dialectics theory (RDT) used to conceptualize possible effects of certain parent-child relational encounters. The population sample consisting of adolescents attending high schools affiliated with the Seventh-day Adventist Church was drawn from the Valuegenesis² census carried out by the Hancock Center for Youth and Family Ministry, La Sierra University, Riverside, California. Forty-one observed items extracted from Valugenesis² were used to indicate the latent constructs family climate (FC) and FSD, and the outcome variables—faith maturity (FM), life values (LV), and commitment to Christ (CC). The latent construct FC was indicated by adolescents’ perceptions of family happiness (FC1), level of love in family (FC2), parent-child relationship (FC3), parents’ support of child (FC4), verbal expression of love (FC5), and response to family rules (FC6). Likewise, the FSD construct was indicated by their perception of frequent good conversations with parents (FGCP), comfort with faith talk (CFT), parents’ religious posture (PRP), frequent conversations with parents about faith (FCPF), and family worship (FW). Mean score computations and descriptive and frequency analyses were carried out using IBM Statistical Package for the Social Sciences (SPSS) and model testing procedures (i.e., structural equation modeling [SEM]) were conducted using Analysis of a Moment Structures (AMOS) 24. <h2>Results</h2> In testing the hypothesized model, FSD, SEM procedures indicated similarities between the theoretical covariance matrix and the observed covariance matrix. Four of five model fitting indices used to evaluate the model indicated acceptable target values. With the large sample size used in this study, a significant chi-square index χ² (68, N = 4,675) = 822.00, p = .000) suggested that there were possible inconsistencies between the theoretical model and the observed model. However, other model… Advisors/Committee Members: David Sedlacek, Tevni Grajales, Delyse Steyn.

Subjects/Keywords: Family Relationships; Faith; Maturity; Life Values; Family, Life Course, and Society; Religion

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APA (6^th Edition):

Fraser, J. J. (2018). Family Relational Dialectics: A Systemic Model for Explaining Relational Factors Contributing to Adolescents' Faith Maturity, Life Values, and Commitment to Christ. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1658

Chicago Manual of Style (16^th Edition):

Fraser, Jasmine J. “Family Relational Dialectics: A Systemic Model for Explaining Relational Factors Contributing to Adolescents' Faith Maturity, Life Values, and Commitment to Christ.” 2018. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1658.

MLA Handbook (7^th Edition):

Fraser, Jasmine J. “Family Relational Dialectics: A Systemic Model for Explaining Relational Factors Contributing to Adolescents' Faith Maturity, Life Values, and Commitment to Christ.” 2018. Web. 17 Feb 2019.

Vancouver:

Fraser JJ. Family Relational Dialectics: A Systemic Model for Explaining Relational Factors Contributing to Adolescents' Faith Maturity, Life Values, and Commitment to Christ. [Internet] [Doctoral dissertation]. Andrews University; 2018. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1658.

Council of Science Editors:

Fraser JJ. Family Relational Dialectics: A Systemic Model for Explaining Relational Factors Contributing to Adolescents' Faith Maturity, Life Values, and Commitment to Christ. [Doctoral Dissertation]. Andrews University; 2018. Available from: https://digitalcommons.andrews.edu/dissertations/1658

16. Rolle, Helen N. Religiosity and Ethnic Identity as Predictors of Identity Orientation Among African American and Caucasian American Women.

Degree: PhD, Counseling Psychology, Ph.D., 2018, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1659

► Problem Research on the role of religion and ethnicity in the identity orientation of women has been largely neglected in psychology for many years.… (more)

▼ Problem Research on the role of religion and ethnicity in the identity orientation of women has been largely neglected in psychology for many years. While previous identity studies have attempted to examine a range of variables as it relates to the general population, how women specifically experience identity based on their gender has not been included, resulting in gaps in the research literature. The present study is intended to add to the literature by focusing on the contributing factors of religiosity and ethnic identity to identity orientation and compare how they vary among African American and Caucasian American women. Method This study used the Aspects of Identity Questionnaire IV (AIQ-IV), the Brief Religiosity Scale 6 (BRS-6), and the Multigroup Ethnic Identity Measure (MEIM) to examine the relationships between the variables. A non-experimental, correlational survey research design was used to examine the personal, social, collective and relational factors of Identity Orientation. To store and organize the data, as well as generate descriptive statistics, the Statistical Package for the Social Sciences (SPSS21) was used. To test the research hypothesis and perform structural equation modeling (SEM), IBM SPSS21 Amos 21 (Arbuckle, 2012) was used. Results The hypothesized structural equation model suggested a good fit with collected data. Therefore no respecifications of the model was warranted. Religiosity had a moderate impact on identity orientation in the full sample. The original model was also assessed to examine differences between African American women and Caucasian American women. The model achieved a good fit for African American women, as well as for Caucasian American women. When comparing the two groups, religiosity was found to have approximately three times as much impact on the identity orientation of African American Women than Caucasian American women. Conclusions This study demonstrated that religiosity and ethnic identity contribute to identity orientation. It also demonstrated that religiosity explains a moderate amount of the variance in identity orientation. Findings indicated variations according to ethnicity. These findings have implications for the field of counseling psychology, and for researchers studying identity orientation. In particular, this study suggested that the contribution of religiosity to the identity orientation may be an important target of clinical intervention. Advisors/Committee Members: Carole Woolford-Hunt, Elvin Gabriel, Tevni Grajales.

Subjects/Keywords: Ethnic Identity; Religiosity; Women; African American; Caucasian American; Multicultural Psychology; Women's Studies

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APA (6^th Edition):

Rolle, H. N. (2018). Religiosity and Ethnic Identity as Predictors of Identity Orientation Among African American and Caucasian American Women. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1659

Chicago Manual of Style (16^th Edition):

Rolle, Helen N. “Religiosity and Ethnic Identity as Predictors of Identity Orientation Among African American and Caucasian American Women.” 2018. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1659.

MLA Handbook (7^th Edition):

Rolle, Helen N. “Religiosity and Ethnic Identity as Predictors of Identity Orientation Among African American and Caucasian American Women.” 2018. Web. 17 Feb 2019.

Vancouver:

Rolle HN. Religiosity and Ethnic Identity as Predictors of Identity Orientation Among African American and Caucasian American Women. [Internet] [Doctoral dissertation]. Andrews University; 2018. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1659.

Council of Science Editors:

Rolle HN. Religiosity and Ethnic Identity as Predictors of Identity Orientation Among African American and Caucasian American Women. [Doctoral Dissertation]. Andrews University; 2018. Available from: https://digitalcommons.andrews.edu/dissertations/1659

17. Featherson, Erica Lynn. The Impact of Family Satisfaction, Racial Identity and Perceived Ethnic Discrimination on African-American College Students' Vulnerability to Stereotype Threat.

Degree: PhD, Counseling Psychology, Ph.D., 2018, Andrews University

URL: https://digitalcommons.andrews.edu/dissertations/1664

► Problem Stereotype threat is something that has plagued the African-American community for decades. However, there is no direct research on the protective factors that… (more)

▼ Problem Stereotype threat is something that has plagued the African-American community for decades. However, there is no direct research on the protective factors that could mitigate or exacerbate the effects of stereotype threat on African-Americans. The present study is intended to focus on the relationship between family satisfaction, racial identity, perceived ethnic discrimination and African-American college students’ vulnerability to stereotype threat. Method This study used the Family Satisfaction Scale (FSS), The Black Racial Identity Attitude Scale (BRIAS), The Perceived Ethnic Discrimination Questionnaire (PEDQ) and the Stereotype Confirmation Concern Scale (SCCS) to explore the relationships between the four variables. A structural equation model was developed to examine the theoretical model to the empirical model developed from collected data. Four hundred and twenty African-American college students in the United States general population were used for this study. Results The original structural equation model suggested a poor fit with the collected data. The revised model eliminated some pathways and included additional paths based on theory found in the literature. The revised model showed an excellent fit with the data. There were significant relationships between perceived ethnic discrimination (PED), family satisfaction (FS) and stereotype threat. Black racial identity (BRI) was not correlated to stereotype threat in the final model but had a significant relationship with PED. The adjusted model accounted for 78% of variance for Stereotype threat. Conclusions The respecified model, based on the hypothesized theoretical model, was supported by findings from this study. The contribution of PED, BRI and FS were validated through statistical significance. The findings indicate that PED and FS have a direct relationship with African-American college students’ vulnerability to stereotype threat. While BRI has an indirect relationship with stereotype threat through PED. These findings have implications for the field of counseling psychology, education, and society’s understanding of protective factors that can impact and mitigate the vulnerability to stereotype threat in the African-American community. Advisors/Committee Members: Elvin Gabriel, Carole Woolford-Hunt, Tevni Grajales.

Subjects/Keywords: Ethnic Discrimination; Racial Identity; African-American; College Students; Family Satisfaction; African American Studies; Family, Life Course, and Society; Race, Ethnicity and Post-Colonial Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Featherson, E. L. (2018). The Impact of Family Satisfaction, Racial Identity and Perceived Ethnic Discrimination on African-American College Students' Vulnerability to Stereotype Threat. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1664

Chicago Manual of Style (16^th Edition):

Featherson, Erica Lynn. “The Impact of Family Satisfaction, Racial Identity and Perceived Ethnic Discrimination on African-American College Students' Vulnerability to Stereotype Threat.” 2018. Doctoral Dissertation, Andrews University. Accessed February 17, 2019. https://digitalcommons.andrews.edu/dissertations/1664.

MLA Handbook (7^th Edition):

Featherson, Erica Lynn. “The Impact of Family Satisfaction, Racial Identity and Perceived Ethnic Discrimination on African-American College Students' Vulnerability to Stereotype Threat.” 2018. Web. 17 Feb 2019.

Vancouver:

Featherson EL. The Impact of Family Satisfaction, Racial Identity and Perceived Ethnic Discrimination on African-American College Students' Vulnerability to Stereotype Threat. [Internet] [Doctoral dissertation]. Andrews University; 2018. [cited 2019 Feb 17]. Available from: https://digitalcommons.andrews.edu/dissertations/1664.

Council of Science Editors:

Featherson EL. The Impact of Family Satisfaction, Racial Identity and Perceived Ethnic Discrimination on African-American College Students' Vulnerability to Stereotype Threat. [Doctoral Dissertation]. Andrews University; 2018. Available from: https://digitalcommons.andrews.edu/dissertations/1664

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