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You searched for +publisher:"University of Arizona" +contributor:("McCaslin, Mary"). Showing records 1 – 30 of 46 total matches.

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University of Arizona

1. Hojnacki, Zachary Steven. Mindfulness and Anxiety as Predictors of Swimming Performance Under Pressure .

Degree: 2017, University of Arizona

 Choking under pressure is a devastating experience for athletes who have invested their time and energy to master a sport. This study reviewed the mechanisms… (more)

Subjects/Keywords: Anxiety; Coach; Mindfulness; Pressure; Sport; Swimming

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APA (6th Edition):

Hojnacki, Z. S. (2017). Mindfulness and Anxiety as Predictors of Swimming Performance Under Pressure . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/626167

Chicago Manual of Style (16th Edition):

Hojnacki, Zachary Steven. “Mindfulness and Anxiety as Predictors of Swimming Performance Under Pressure .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/626167.

MLA Handbook (7th Edition):

Hojnacki, Zachary Steven. “Mindfulness and Anxiety as Predictors of Swimming Performance Under Pressure .” 2017. Web. 18 Oct 2019.

Vancouver:

Hojnacki ZS. Mindfulness and Anxiety as Predictors of Swimming Performance Under Pressure . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/626167.

Council of Science Editors:

Hojnacki ZS. Mindfulness and Anxiety as Predictors of Swimming Performance Under Pressure . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/626167


University of Arizona

2. Vega, Ruby Inez. The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups .

Degree: 2014, University of Arizona

 Interaction analyses of challenge episodes were used to investigate the role of student coping behavior in their socially shared regulation of learning (SSRL) and emotion… (more)

Subjects/Keywords: emotion; small group; SSRL; Educational Psychology; coping

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APA (6th Edition):

Vega, R. I. (2014). The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/323421

Chicago Manual of Style (16th Edition):

Vega, Ruby Inez. “The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/323421.

MLA Handbook (7th Edition):

Vega, Ruby Inez. “The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups .” 2014. Web. 18 Oct 2019.

Vancouver:

Vega RI. The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/323421.

Council of Science Editors:

Vega RI. The Role of Student Coping in the Socially Shared Regulation of Learning in Small Groups . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/323421


University of Arizona

3. Heshmati, Saeideh. Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics? .

Degree: 2015, University of Arizona

 While the role of attributional feedback on student learning and achievement has been previously studied in laboratory settings, the importance of these types of feedback… (more)

Subjects/Keywords: Attribution; Feedback; Mathematics; Observational Coding; Educational Psychology; Achievement

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APA (6th Edition):

Heshmati, S. (2015). Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics? . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/581324

Chicago Manual of Style (16th Edition):

Heshmati, Saeideh. “Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics? .” 2015. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/581324.

MLA Handbook (7th Edition):

Heshmati, Saeideh. “Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics? .” 2015. Web. 18 Oct 2019.

Vancouver:

Heshmati S. Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics? . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/581324.

Council of Science Editors:

Heshmati S. Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics? . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/581324


University of Arizona

4. DeFrain, Erica. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .

Degree: 2016, University of Arizona

 This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of… (more)

Subjects/Keywords: Educational Psychology; Students Evaluation of Teaching

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APA (6th Edition):

DeFrain, E. (2016). An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621018

Chicago Manual of Style (16th Edition):

DeFrain, Erica. “An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .” 2016. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/621018.

MLA Handbook (7th Edition):

DeFrain, Erica. “An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines .” 2016. Web. 18 Oct 2019.

Vancouver:

DeFrain E. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/621018.

Council of Science Editors:

DeFrain E. An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621018


University of Arizona

5. Vriesema, Christine Calderon. How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions .

Degree: 2017, University of Arizona

 This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose… (more)

Subjects/Keywords: Achievement Goal Theory; School Goal Structure; Teacher Emotion; Teacher Retention; Teachers' Coping Strategies; Teacher Turnover

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APA (6th Edition):

Vriesema, C. C. (2017). How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624491

Chicago Manual of Style (16th Edition):

Vriesema, Christine Calderon. “How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/624491.

MLA Handbook (7th Edition):

Vriesema, Christine Calderon. “How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions .” 2017. Web. 18 Oct 2019.

Vancouver:

Vriesema CC. How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/624491.

Council of Science Editors:

Vriesema CC. How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624491


University of Arizona

6. Wiley, Caroline. Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics .

Degree: 2011, University of Arizona

 The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study… (more)

Subjects/Keywords: High school grading practices; Qualitative; Educational Psychology; Classroom assessment; Classroom grading

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APA (6th Edition):

Wiley, C. (2011). Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/202704

Chicago Manual of Style (16th Edition):

Wiley, Caroline. “Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics .” 2011. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/202704.

MLA Handbook (7th Edition):

Wiley, Caroline. “Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics .” 2011. Web. 18 Oct 2019.

Vancouver:

Wiley C. Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/202704.

Council of Science Editors:

Wiley C. Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/202704


University of Arizona

7. Freitas, Halley H. Eisner. Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona .

Degree: 2012, University of Arizona

 This dissertation contributes to the educational literature by providing new research on the achievement gap in the Southwest. For this study, a sequential mixed-methods approach… (more)

Subjects/Keywords: high poverty; middle schools; minority; mixed methods; Educational Psychology; achievement gap; ethnography

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APA (6th Edition):

Freitas, H. H. E. (2012). Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/228133

Chicago Manual of Style (16th Edition):

Freitas, Halley H Eisner. “Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona .” 2012. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/228133.

MLA Handbook (7th Edition):

Freitas, Halley H Eisner. “Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona .” 2012. Web. 18 Oct 2019.

Vancouver:

Freitas HHE. Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/228133.

Council of Science Editors:

Freitas HHE. Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228133


University of Arizona

8. Liang, Chenye. The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity .

Degree: 2017, University of Arizona

 The purpose of this study is to investigate how beginning teachers' personal teacher efficacy (the abbreviation PTE for personal teacher efficacy) and the organizational health… (more)

Subjects/Keywords: beginning teachers; personal teacher efficacy; professional identity; school organizational health

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APA (6th Edition):

Liang, C. (2017). The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/624092

Chicago Manual of Style (16th Edition):

Liang, Chenye. “The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity .” 2017. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/624092.

MLA Handbook (7th Edition):

Liang, Chenye. “The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity .” 2017. Web. 18 Oct 2019.

Vancouver:

Liang C. The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/624092.

Council of Science Editors:

Liang C. The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624092


University of Arizona

9. Riley, Michael Jason. The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators .

Degree: 2016, University of Arizona

 This study investigated the success and failure beliefs, instructional practices, and personal learning preferences of outdoor adventure education (OAE) instructors, and explored factors that influenced… (more)

Subjects/Keywords: outdoor education instruction; productive failure; productive success; teacher's beliefs; Educational Psychology; outdoor adventure education

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APA (6th Edition):

Riley, M. J. (2016). The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/612814

Chicago Manual of Style (16th Edition):

Riley, Michael Jason. “The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators .” 2016. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/612814.

MLA Handbook (7th Edition):

Riley, Michael Jason. “The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators .” 2016. Web. 18 Oct 2019.

Vancouver:

Riley MJ. The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/612814.

Council of Science Editors:

Riley MJ. The Productive Success and Productive Failure Beliefs and Practices of Outdoor Educators . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612814


University of Arizona

10. Pierce, Lauren E. Predicting Performance through Athlete Behavior .

Degree: 2016, University of Arizona

 The occurrence of attributions during goal attainment scenarios is important to understand in order to determine how and when individuals tend to process events and… (more)

Subjects/Keywords: Motivation; Sports; Educational Psychology; Basketball

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APA (6th Edition):

Pierce, L. E. (2016). Predicting Performance through Athlete Behavior . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/620962

Chicago Manual of Style (16th Edition):

Pierce, Lauren E. “Predicting Performance through Athlete Behavior .” 2016. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/620962.

MLA Handbook (7th Edition):

Pierce, Lauren E. “Predicting Performance through Athlete Behavior .” 2016. Web. 18 Oct 2019.

Vancouver:

Pierce LE. Predicting Performance through Athlete Behavior . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/620962.

Council of Science Editors:

Pierce LE. Predicting Performance through Athlete Behavior . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620962


University of Arizona

11. Mickens, Avery James. The Impact of Poverty on Math Readiness .

Degree: 2019, University of Arizona

 This study examines, food security, neighborhood safety, reward habits, discipline habits, parent child interactions, reading scenarios, and parent depression, which are factors in a child’s… (more)

Subjects/Keywords: English; Poverty; School Readiness; Spanish

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APA (6th Edition):

Mickens, A. J. (2019). The Impact of Poverty on Math Readiness . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/632550

Chicago Manual of Style (16th Edition):

Mickens, Avery James. “The Impact of Poverty on Math Readiness .” 2019. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/632550.

MLA Handbook (7th Edition):

Mickens, Avery James. “The Impact of Poverty on Math Readiness .” 2019. Web. 18 Oct 2019.

Vancouver:

Mickens AJ. The Impact of Poverty on Math Readiness . [Internet] [Masters thesis]. University of Arizona; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/632550.

Council of Science Editors:

Mickens AJ. The Impact of Poverty on Math Readiness . [Masters Thesis]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/632550


University of Arizona

12. Freiberg, Elizabeth Jean. The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing .

Degree: 2014, University of Arizona

 In response to the continued pressure placed on American public schools to increase academic achievement, some schools have begun to reorganize instructional environments in an… (more)

Subjects/Keywords: departmentalization; elementary; student perceptions; teacher attitudes; Educational Psychology; achievement

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APA (6th Edition):

Freiberg, E. J. (2014). The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/319905

Chicago Manual of Style (16th Edition):

Freiberg, Elizabeth Jean. “The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/319905.

MLA Handbook (7th Edition):

Freiberg, Elizabeth Jean. “The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing .” 2014. Web. 18 Oct 2019.

Vancouver:

Freiberg EJ. The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/319905.

Council of Science Editors:

Freiberg EJ. The Relationship Between Academic Performance and Elementary Student and Teacher Attitudes Towards Departmentalizing . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/319905


University of Arizona

13. Mellor, Jessie Kosorok. Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions .

Degree: 2011, University of Arizona

 This study examined differences in faculty and students' perspectives regarding the frequency, acceptability, and attributions for classroom incivilities and academic entitlement (AE). Nine behaviors commonly… (more)

Subjects/Keywords: Academic Entitlement; Faculty; Incivility; Policy; Students

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APA (6th Edition):

Mellor, J. K. (2011). Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145417

Chicago Manual of Style (16th Edition):

Mellor, Jessie Kosorok. “Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions .” 2011. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/145417.

MLA Handbook (7th Edition):

Mellor, Jessie Kosorok. “Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions .” 2011. Web. 18 Oct 2019.

Vancouver:

Mellor JK. Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/145417.

Council of Science Editors:

Mellor JK. Academic Entitlement and Incivility: Differences in Faculty and Students' Perceptions . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145417


University of Arizona

14. Salgado, Lisa Napoleon. Project S.A.I.D.: Student-Athlete Identity Development .

Degree: 2011, University of Arizona

 The collegiate level student-athletes are subjected to a world that is different than other adolescents beginning their university experience. These individuals embark on their college… (more)

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APA (6th Edition):

Salgado, L. N. (2011). Project S.A.I.D.: Student-Athlete Identity Development . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145448

Chicago Manual of Style (16th Edition):

Salgado, Lisa Napoleon. “Project S.A.I.D.: Student-Athlete Identity Development .” 2011. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/145448.

MLA Handbook (7th Edition):

Salgado, Lisa Napoleon. “Project S.A.I.D.: Student-Athlete Identity Development .” 2011. Web. 18 Oct 2019.

Vancouver:

Salgado LN. Project S.A.I.D.: Student-Athlete Identity Development . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/145448.

Council of Science Editors:

Salgado LN. Project S.A.I.D.: Student-Athlete Identity Development . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145448


University of Arizona

15. Lavigne, Alyson Leah. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .

Degree: 2010, University of Arizona

 Teacher attrition, particularly of beginning teachers, is concerning. Extensive research has been conducted on teacher attrition and teacher characteristics; however, less research exists on teacher… (more)

Subjects/Keywords: Beginning Teachers; Teacher Retention; Teachers' Beliefs

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APA (6th Edition):

Lavigne, A. L. (2010). Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193771

Chicago Manual of Style (16th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/193771.

MLA Handbook (7th Edition):

Lavigne, Alyson Leah. “Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching .” 2010. Web. 18 Oct 2019.

Vancouver:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/193771.

Council of Science Editors:

Lavigne AL. Beginning Teachers Who Stay: How Beliefs Buffer the Challenges of the First Years of Teaching . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193771


University of Arizona

16. Ego, Alyssa Michiko. Student-Athletes and Academic Peer Mentors: A Case Analysis of Expert/Novice Relationships in Intercollegiate Athletics .

Degree: 2013, University of Arizona

 As National Collegiate Athletic Association (NCAA) Division I student-athletes arrive on college campuses, many often struggle in transitioning to the rigors of college academics and… (more)

Subjects/Keywords: peer mentor programs; student-athletes; study hall; Educational Psychology; expertise

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APA (6th Edition):

Ego, A. M. (2013). Student-Athletes and Academic Peer Mentors: A Case Analysis of Expert/Novice Relationships in Intercollegiate Athletics . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/293640

Chicago Manual of Style (16th Edition):

Ego, Alyssa Michiko. “Student-Athletes and Academic Peer Mentors: A Case Analysis of Expert/Novice Relationships in Intercollegiate Athletics .” 2013. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/293640.

MLA Handbook (7th Edition):

Ego, Alyssa Michiko. “Student-Athletes and Academic Peer Mentors: A Case Analysis of Expert/Novice Relationships in Intercollegiate Athletics .” 2013. Web. 18 Oct 2019.

Vancouver:

Ego AM. Student-Athletes and Academic Peer Mentors: A Case Analysis of Expert/Novice Relationships in Intercollegiate Athletics . [Internet] [Masters thesis]. University of Arizona; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/293640.

Council of Science Editors:

Ego AM. Student-Athletes and Academic Peer Mentors: A Case Analysis of Expert/Novice Relationships in Intercollegiate Athletics . [Masters Thesis]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293640


University of Arizona

17. Clough, Lauren Taylor. Measuring the Relationship between Children’s Communicative Abilities and Executive Functions .

Degree: 2018, University of Arizona

 The present study builds upon previous research to explore the relationship between children’s performance on a measure of executive function and scores of verbal ability… (more)

Subjects/Keywords: communicative abilities; early childhood; executive function; protective factors

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APA (6th Edition):

Clough, L. T. (2018). Measuring the Relationship between Children’s Communicative Abilities and Executive Functions . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628444

Chicago Manual of Style (16th Edition):

Clough, Lauren Taylor. “Measuring the Relationship between Children’s Communicative Abilities and Executive Functions .” 2018. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/628444.

MLA Handbook (7th Edition):

Clough, Lauren Taylor. “Measuring the Relationship between Children’s Communicative Abilities and Executive Functions .” 2018. Web. 18 Oct 2019.

Vancouver:

Clough LT. Measuring the Relationship between Children’s Communicative Abilities and Executive Functions . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/628444.

Council of Science Editors:

Clough LT. Measuring the Relationship between Children’s Communicative Abilities and Executive Functions . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628444


University of Arizona

18. Perez, Rebecca. Perceived Learning and Satisfaction Differences in Face-to-Face and Online Courses .

Degree: 2018, University of Arizona

 With the increased popularity of online courses, ensuring that students in online courses have equivalent learning experiences as their peers in face-to-face courses is paramount.… (more)

Subjects/Keywords: student evaluations of teaching; student perceptions

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APA (6th Edition):

Perez, R. (2018). Perceived Learning and Satisfaction Differences in Face-to-Face and Online Courses . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628447

Chicago Manual of Style (16th Edition):

Perez, Rebecca. “Perceived Learning and Satisfaction Differences in Face-to-Face and Online Courses .” 2018. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/628447.

MLA Handbook (7th Edition):

Perez, Rebecca. “Perceived Learning and Satisfaction Differences in Face-to-Face and Online Courses .” 2018. Web. 18 Oct 2019.

Vancouver:

Perez R. Perceived Learning and Satisfaction Differences in Face-to-Face and Online Courses . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/628447.

Council of Science Editors:

Perez R. Perceived Learning and Satisfaction Differences in Face-to-Face and Online Courses . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628447


University of Arizona

19. Sterzinger, Natasha Kay. Good Teaching: How Small Wins in the Classroom Can Lead to Big Wins for Education .

Degree: 2019, University of Arizona

 In 1984, Carl Weick discussed how the scale at which we perceive social problems matters, especially regarding innovative action. He denoted that small wins lead… (more)

Subjects/Keywords: creativity; federal policy; Progress Principle; small wins; systems thinking; teaching

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APA (6th Edition):

Sterzinger, N. K. (2019). Good Teaching: How Small Wins in the Classroom Can Lead to Big Wins for Education . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/634313

Chicago Manual of Style (16th Edition):

Sterzinger, Natasha Kay. “Good Teaching: How Small Wins in the Classroom Can Lead to Big Wins for Education .” 2019. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/634313.

MLA Handbook (7th Edition):

Sterzinger, Natasha Kay. “Good Teaching: How Small Wins in the Classroom Can Lead to Big Wins for Education .” 2019. Web. 18 Oct 2019.

Vancouver:

Sterzinger NK. Good Teaching: How Small Wins in the Classroom Can Lead to Big Wins for Education . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/634313.

Council of Science Editors:

Sterzinger NK. Good Teaching: How Small Wins in the Classroom Can Lead to Big Wins for Education . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634313


University of Arizona

20. Sun, Huaping. Predictors of Young Adults' Well-being: A Comparison of Longitudinal and Cross-sectional Analyses .

Degree: 2011, University of Arizona

 This study was designed to explore the association between diet and nutrition, physical activity, substance use, delinquent behavior, self-esteem, religiosity, relations with parents, and well-being… (more)

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APA (6th Edition):

Sun, H. (2011). Predictors of Young Adults' Well-being: A Comparison of Longitudinal and Cross-sectional Analyses . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145290

Chicago Manual of Style (16th Edition):

Sun, Huaping. “Predictors of Young Adults' Well-being: A Comparison of Longitudinal and Cross-sectional Analyses .” 2011. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/145290.

MLA Handbook (7th Edition):

Sun, Huaping. “Predictors of Young Adults' Well-being: A Comparison of Longitudinal and Cross-sectional Analyses .” 2011. Web. 18 Oct 2019.

Vancouver:

Sun H. Predictors of Young Adults' Well-being: A Comparison of Longitudinal and Cross-sectional Analyses . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/145290.

Council of Science Editors:

Sun H. Predictors of Young Adults' Well-being: A Comparison of Longitudinal and Cross-sectional Analyses . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145290


University of Arizona

21. Bukoski, Elizabeth Ashley. Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms .

Degree: 2018, University of Arizona

 Self-testing is a powerful method of increasing learning and fostering long-term memory retention (Roediger & Karpicke, 2006a; Roediger & Karpicke, 2006b; Roediger & Butler, 2011).… (more)

Subjects/Keywords: cluster analysis; k-means; k-medoids; learning; self-testing

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APA (6th Edition):

Bukoski, E. A. (2018). Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/631377

Chicago Manual of Style (16th Edition):

Bukoski, Elizabeth Ashley. “Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms .” 2018. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/631377.

MLA Handbook (7th Edition):

Bukoski, Elizabeth Ashley. “Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms .” 2018. Web. 18 Oct 2019.

Vancouver:

Bukoski EA. Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/631377.

Council of Science Editors:

Bukoski EA. Clustering Students' Metacognitive Beliefs: Comparing The Results Of K-Means And K- Medoids Algorithms . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/631377


University of Arizona

22. Brent, Wayne Barry. Uses of Technology to Support Reflective Teaching Practices .

Degree: 2010, University of Arizona

 This dissertation researched and reported on how technology was used to facilitate and inform reflective teaching practices. It also identified the characteristics of benefits and… (more)

Subjects/Keywords: reflection; teaching; technology

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APA (6th Edition):

Brent, W. B. (2010). Uses of Technology to Support Reflective Teaching Practices . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195179

Chicago Manual of Style (16th Edition):

Brent, Wayne Barry. “Uses of Technology to Support Reflective Teaching Practices .” 2010. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/195179.

MLA Handbook (7th Edition):

Brent, Wayne Barry. “Uses of Technology to Support Reflective Teaching Practices .” 2010. Web. 18 Oct 2019.

Vancouver:

Brent WB. Uses of Technology to Support Reflective Teaching Practices . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/195179.

Council of Science Editors:

Brent WB. Uses of Technology to Support Reflective Teaching Practices . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195179


University of Arizona

23. Rischard, Kyla Alexandra. STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship .

Degree: 2015, University of Arizona

 This study examined how middle school students planned to obtain future STEM college majors and careers through a possible selves curriculum in a 13-week, in-school… (more)

Subjects/Keywords: possible selves; STEM; under-served communities; Educational Psychology; cognitive apprenticeship

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APA (6th Edition):

Rischard, K. A. (2015). STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/595808

Chicago Manual of Style (16th Edition):

Rischard, Kyla Alexandra. “STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship .” 2015. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/595808.

MLA Handbook (7th Edition):

Rischard, Kyla Alexandra. “STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship .” 2015. Web. 18 Oct 2019.

Vancouver:

Rischard KA. STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship . [Internet] [Masters thesis]. University of Arizona; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/595808.

Council of Science Editors:

Rischard KA. STEM UP: A STEM Undergraduate Program to Help Middle School Youth Select STEM Majors and Careers through Cognitive Apprenticeship . [Masters Thesis]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/595808


University of Arizona

24. Baig, Ambareen. Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories .

Degree: 2017, University of Arizona

 The ability to transfer knowledge to novel contexts is one of the most important goals that our educational institutions must achieve. Motivation is one of… (more)

Subjects/Keywords: attainment value; cost; expectancy value theory; intrinsic value; subjective task values; transfer

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APA (6th Edition):

Baig, A. (2017). Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/626140

Chicago Manual of Style (16th Edition):

Baig, Ambareen. “Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories .” 2017. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/626140.

MLA Handbook (7th Edition):

Baig, Ambareen. “Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories .” 2017. Web. 18 Oct 2019.

Vancouver:

Baig A. Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/626140.

Council of Science Editors:

Baig A. Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/626140


University of Arizona

25. Yerger, Sara. Pre-Teaching Concerns .

Degree: 2011, University of Arizona

 This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to… (more)

Subjects/Keywords: early field experience; preservice teacher; teacher concerns

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APA (6th Edition):

Yerger, S. (2011). Pre-Teaching Concerns . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/144370

Chicago Manual of Style (16th Edition):

Yerger, Sara. “Pre-Teaching Concerns .” 2011. Masters Thesis, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/144370.

MLA Handbook (7th Edition):

Yerger, Sara. “Pre-Teaching Concerns .” 2011. Web. 18 Oct 2019.

Vancouver:

Yerger S. Pre-Teaching Concerns . [Internet] [Masters thesis]. University of Arizona; 2011. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/144370.

Council of Science Editors:

Yerger S. Pre-Teaching Concerns . [Masters Thesis]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/144370

26. Mora, Bernadette Alexandra. A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research .

Degree: 2017, University of Arizona

 School readiness is a prominent issue in early childhood education as adults strive to prepare young children for school. The desirability of school readiness lies… (more)

Subjects/Keywords: school liking; school readiness; kindergarten

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APA (6th Edition):

Mora, B. A. (2017). A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/623068

Chicago Manual of Style (16th Edition):

Mora, Bernadette Alexandra. “A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/623068.

MLA Handbook (7th Edition):

Mora, Bernadette Alexandra. “A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research .” 2017. Web. 18 Oct 2019.

Vancouver:

Mora BA. A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/623068.

Council of Science Editors:

Mora BA. A Preliminary Study on the Relationship Between Kindergarteners' Self-Reported School Readiness and School Liking: Including Children's Voices in School Readiness Research . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/623068

27. Sotardi, Valerie Ann. On Everyday Stress and Coping Strategies Among Elementary School Children .

Degree: 2013, University of Arizona

 Elementary school students are confronted with a variety of everyday challenges ranging from comprehension obstacles to interpersonal conflict. Learning to cope effectively with moments of… (more)

Subjects/Keywords: elementary education; stress; Educational Psychology; coping

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APA (6th Edition):

Sotardi, V. A. (2013). On Everyday Stress and Coping Strategies Among Elementary School Children . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/293545

Chicago Manual of Style (16th Edition):

Sotardi, Valerie Ann. “On Everyday Stress and Coping Strategies Among Elementary School Children .” 2013. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/293545.

MLA Handbook (7th Edition):

Sotardi, Valerie Ann. “On Everyday Stress and Coping Strategies Among Elementary School Children .” 2013. Web. 18 Oct 2019.

Vancouver:

Sotardi VA. On Everyday Stress and Coping Strategies Among Elementary School Children . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/293545.

Council of Science Editors:

Sotardi VA. On Everyday Stress and Coping Strategies Among Elementary School Children . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/293545


University of Arizona

28. Al Gharibah, Awad M.D.F. The influence of anxiety on students' academic performance during test-taking at Kuwait University .

Degree: 1998, University of Arizona

 The objective of this study was to examine the relationship between test anxiety (low, moderate, and high) and student performance on three dependent variables: GPA,… (more)

Subjects/Keywords: Education, Tests and Measurements.; Education, Educational Psychology.; Psychology, Cognitive.

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APA (6th Edition):

Al Gharibah, A. M. D. F. (1998). The influence of anxiety on students' academic performance during test-taking at Kuwait University . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/288792

Chicago Manual of Style (16th Edition):

Al Gharibah, Awad M D F. “The influence of anxiety on students' academic performance during test-taking at Kuwait University .” 1998. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/288792.

MLA Handbook (7th Edition):

Al Gharibah, Awad M D F. “The influence of anxiety on students' academic performance during test-taking at Kuwait University .” 1998. Web. 18 Oct 2019.

Vancouver:

Al Gharibah AMDF. The influence of anxiety on students' academic performance during test-taking at Kuwait University . [Internet] [Doctoral dissertation]. University of Arizona; 1998. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/288792.

Council of Science Editors:

Al Gharibah AMDF. The influence of anxiety on students' academic performance during test-taking at Kuwait University . [Doctoral Dissertation]. University of Arizona; 1998. Available from: http://hdl.handle.net/10150/288792


University of Arizona

29. Thompson, Elisa Kleehammer, 1969-. The effects of parental military deployment on children's adjustment at school .

Degree: 1998, University of Arizona

 This study examined the effect of the absence of the military parent due to a temporary duty assignment (TDY) on student adjustment in terms of… (more)

Subjects/Keywords: Education, Elementary.; Education, Educational Psychology.; Psychology, Developmental.; Sociology, Individual and Family Studies.

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APA (6th Edition):

Thompson, Elisa Kleehammer, 1. (1998). The effects of parental military deployment on children's adjustment at school . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/288815

Chicago Manual of Style (16th Edition):

Thompson, Elisa Kleehammer, 1969-. “The effects of parental military deployment on children's adjustment at school .” 1998. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/288815.

MLA Handbook (7th Edition):

Thompson, Elisa Kleehammer, 1969-. “The effects of parental military deployment on children's adjustment at school .” 1998. Web. 18 Oct 2019.

Vancouver:

Thompson, Elisa Kleehammer 1. The effects of parental military deployment on children's adjustment at school . [Internet] [Doctoral dissertation]. University of Arizona; 1998. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/288815.

Council of Science Editors:

Thompson, Elisa Kleehammer 1. The effects of parental military deployment on children's adjustment at school . [Doctoral Dissertation]. University of Arizona; 1998. Available from: http://hdl.handle.net/10150/288815


University of Arizona

30. Burross, Heidi Legg. Student perceptions of the transition to junior high .

Degree: 2001, University of Arizona

 The purpose of this research was to explore variables related to the transition from elementary to middle level school. Student perceptions of the transition, attributions… (more)

Subjects/Keywords: Education, Educational Psychology.; Education, Secondary.

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APA (6th Edition):

Burross, H. L. (2001). Student perceptions of the transition to junior high . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/289738

Chicago Manual of Style (16th Edition):

Burross, Heidi Legg. “Student perceptions of the transition to junior high .” 2001. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/289738.

MLA Handbook (7th Edition):

Burross, Heidi Legg. “Student perceptions of the transition to junior high .” 2001. Web. 18 Oct 2019.

Vancouver:

Burross HL. Student perceptions of the transition to junior high . [Internet] [Doctoral dissertation]. University of Arizona; 2001. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/289738.

Council of Science Editors:

Burross HL. Student perceptions of the transition to junior high . [Doctoral Dissertation]. University of Arizona; 2001. Available from: http://hdl.handle.net/10150/289738

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