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Virginia Tech
1.
Gregory, Christopher Ryan.
A Cross-National Study of Civic Knowledge Test Scores.
Degree: PhD, Educational Research and Evaluation, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/56974
► The purpose of this study is to examine the relationship among student civic knowledge scores and several different variables each at the student, classroom/school, and…
(more)
▼ The purpose of this study is to examine the relationship among student civic knowledge scores and several different variables each at the student, classroom/school, and national levels using the IEA CIVED study international data set collected in 1999 from 27 countries. The student level predictors included two elements of socioeconomic status (a student's parental education, their home literacy level measured by the number of books at home), student's perception of an open classroom climate, student aspiration of obtaining higher education, and other variables that were identified as relevant to the dependent variable in the literature. The classroom/school level predictors included teacher's degree in civics, in-service training, teaching confidence, and school safety in addition to the compositional variable created as the classroom/school averages by aggregating the student level variables. Then I investigated whether instructional methods focusing on the student activities the teacher employed in the classroom and an open classroom climate were associated after accounting for the above student and school level background variables. National level variables such as GNP, GINI index, democratic system, public education expenditure, and etc. as well as compositional variables obtained by aggregating the classroom/school variables were also added to the model to investigate if they were associated with students' civic knowledge scores and whether they could explain between nations variability. The study used a three-level hierarchical linear model to analyze the data, with number of students, N=56,579, number of classrooms/schools, J=3443, and number of countries, K=27. Some of the key findings was that there were significant variations of civics knowledge among nations, and significant variations of civic knowledge scores between school and within nations, no statistically significant association between teacher's practice and civics knowledge scores, however the student perception of an open classroom climate was significant at all 3 levels. These findings were interpreted in terms of policies and practices that could be implemented to improve students' civic knowledge.
Advisors/Committee Members: Miyazaki, Yasuo (committeechair), Singh, Kusum (committee member), Skaggs, Gary E. (committee member), Hicks, David (committee member).
Subjects/Keywords: Civic Knowledge; Multi-Level Analysis; Student Perceptions
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APA (6th Edition):
Gregory, C. R. (2015). A Cross-National Study of Civic Knowledge Test Scores. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56974
Chicago Manual of Style (16th Edition):
Gregory, Christopher Ryan. “A Cross-National Study of Civic Knowledge Test Scores.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/56974.
MLA Handbook (7th Edition):
Gregory, Christopher Ryan. “A Cross-National Study of Civic Knowledge Test Scores.” 2015. Web. 01 Mar 2021.
Vancouver:
Gregory CR. A Cross-National Study of Civic Knowledge Test Scores. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/56974.
Council of Science Editors:
Gregory CR. A Cross-National Study of Civic Knowledge Test Scores. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56974

Virginia Tech
2.
Sun, Yue.
A Multilevel Analysis of Student Engagement, Teacher Quality, and Math Achievement.
Degree: PhD, Educational Research and Evaluation, 2016, Virginia Tech
URL: http://hdl.handle.net/10919/82721
► This study examined the relationships between math engagement, teacher quality, school factors, and math achievement in middle school students. This study used the Trends in…
(more)
▼ This study examined the relationships between math engagement, teacher quality, school factors, and math achievement in middle school students. This study used the Trends in International Mathematics and Science Study (TIMSS) data from the 2007 wave. The data were analyzed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and hierarchical linear modeling (HLM). The results EFA and CFA showed that students’ engagement in math classrooms consists of three dimensions: behavior, cognition, and emotion. The results provided evidence in supporting the multidimensional theory of student engagement, and provided a well-developed instrument that could measure students’ math engagement. The findings of HLM analysis indicated that students’ emotional engagement had a positive association with math achievement. In addition, teacher content knowledge displayed a positive effect on achievement, and teacher subject knowledge preparation and students’ emotional engagement showed an interactional effect on achievement. What’s more, school SES was a significant factor that influences math achievement. The findings suggested that students’ math achievement was not only related to students’ engagement, but also varied across class and school level factors. The study had both theoretical and practical significance, providing valuable insights for math education and math learning.
Advisors/Committee Members: Singh, Kusum (committeechair), Miyazaki, Yasuo (committeechair), Kniola, David John (committee member), Skaggs, Gary E. (committee member).
Subjects/Keywords: Math achievement; Student engagement; Teacher quality; Multilevel analysis
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APA ·
Chicago ·
MLA ·
Vancouver ·
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Export
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APA (6th Edition):
Sun, Y. (2016). A Multilevel Analysis of Student Engagement, Teacher Quality, and Math Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82721
Chicago Manual of Style (16th Edition):
Sun, Yue. “A Multilevel Analysis of Student Engagement, Teacher Quality, and Math Achievement.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/82721.
MLA Handbook (7th Edition):
Sun, Yue. “A Multilevel Analysis of Student Engagement, Teacher Quality, and Math Achievement.” 2016. Web. 01 Mar 2021.
Vancouver:
Sun Y. A Multilevel Analysis of Student Engagement, Teacher Quality, and Math Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/82721.
Council of Science Editors:
Sun Y. A Multilevel Analysis of Student Engagement, Teacher Quality, and Math Achievement. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/82721

Virginia Tech
3.
Shropshire, Kevin O'Neil.
Impact of Ignoring Nested Data Structures on Ability Estimation.
Degree: PhD, Educational Research and Evaluation, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/64197
► The literature is clear that intentional or unintentional clustering of data elements typically results in the inflation of the estimated standard error of fixed parameter…
(more)
▼ The literature is clear that intentional or unintentional clustering of data elements typically results in the inflation of the estimated standard error of fixed parameter estimates. This study is unique in that it examines the impact of multilevel data structures on subject ability which are random effect predictions known as empirical Bayes estimates in the one-parameter IRT / Rasch model. The literature on the impact of complex survey design on latent trait models is mixed and there is no "best practice" established regarding how to handle this situation. A simulation study was conducted to address two questions related to ability estimation. First, what impacts does design based clustering have with respect to desirable statistical properties when estimating subject ability with the one-parameter IRT / Rasch model? Second, since empirical Bayes estimators have shrinkage properties, what impacts does clustering of first-stage sampling units have on measurement validity-does the first-stage sampling unit impact the ability estimate, and if so, is this desirable and equitable?
Two models were fit to a factorial experimental design where the data were simulated over various conditions. The first model Rasch model formulated as a HGLM ignores the sample design (incorrect model) while the second incorporates a first-stage sampling unit (correct model). Study findings generally showed that the two models were comparable with respect to desirable statistical properties under a majority of the replicated conditions-more measurement error in ability estimation is found when the intra-class correlation is high and the item pool is small. In practice this is the exception rather than the norm. However, it was found that the empirical Bayes estimates were dependent upon the first-stage sampling unit raising the issue of equity and fairness in educational decision making. A real-world complex survey design with binary outcome data was also fit with both models. Analysis of the data supported the simulation design results which lead to the conclusion that modeling binary Rasch data may resort to a policy tradeoff between desirable statistical properties and measurement validity.
Advisors/Committee Members: Miyazaki, Yasuo (committeechair), House, Leanna L. (committee member), Singh, Kusum (committee member), Skaggs, Gary E. (committee member), Savla, Jyoti S. (committee member).
Subjects/Keywords: Complex survey designs; clustering; PSU; nested data; multilevel data; hierarchical data; two-level HGLM; three-level HGLM; Rasch; ability estimation
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APA ·
Chicago ·
MLA ·
Vancouver ·
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Export
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APA (6th Edition):
Shropshire, K. O. (2014). Impact of Ignoring Nested Data Structures on Ability Estimation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64197
Chicago Manual of Style (16th Edition):
Shropshire, Kevin O'Neil. “Impact of Ignoring Nested Data Structures on Ability Estimation.” 2014. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/64197.
MLA Handbook (7th Edition):
Shropshire, Kevin O'Neil. “Impact of Ignoring Nested Data Structures on Ability Estimation.” 2014. Web. 01 Mar 2021.
Vancouver:
Shropshire KO. Impact of Ignoring Nested Data Structures on Ability Estimation. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/64197.
Council of Science Editors:
Shropshire KO. Impact of Ignoring Nested Data Structures on Ability Estimation. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/64197

Virginia Tech
4.
Chungbaek, Youngyun.
Impacts of Ignoring Nested Data Structure in Rasch/IRT Model and Comparison of Different Estimation Methods.
Degree: PhD, Educational Leadership and Policy Studies, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/77086
► This study involves investigating the impacts of ignoring nested data structure in Rasch/1PL item response theory (IRT) model via a two-level and three-level hierarchical generalized…
(more)
▼ This study involves investigating the impacts of ignoring nested data structure in Rasch/1PL item response theory (IRT) model via a two-level and three-level hierarchical generalized linear model (HGLM). Currently, Rasch/IRT models are frequently used in educational and psychometric researches for data obtained from multistage cluster samplings, which are more likely to violate the assumption of independent observations of examinees required by Rasch/IRT models. The violation of the assumption of independent observation, however, is ignored in the current standard practices which apply the standard Rasch/IRT for the large scale testing data. A simulation study (Study Two) was conducted to address this issue of the effects of ignoring nested data structure in Rasch/IRT models under various conditions, following a simulation study (Study One) to compare the performances of three methods, such as Penalized Quasi-Likelihood (PQL), Laplace approximation, and Adaptive Gaussian Quadrature (AGQ), commonly used in HGLM in terms of accuracy and efficiency in estimating parameters.
As expected, PQL tended to produce seriously biased item difficulty estimates and ability variance estimates whereas almost unbiased for Laplace or AGQ for both 2-level and 3-level analysis. As for the root mean squared errors (RMSE), three methods performed without substantive differences for item difficulty estimates and ability variance estimates in both 2-level and 3-level analysis, except for level-2 ability variance estimates in 3-level analysis. Generally, Laplace and AGQ performed similarly well in terms of bias and RMSE of parameter estimates; however, Laplace exhibited a much lower convergence rate than that of AGQ in 3-level analyses.
The results from AGQ, which produced the most accurate and stable results among three computational methods, demonstrated that the theoretical standard errors (SE), i.e., asymptotic information-based SEs, were underestimated by at most 34% when 2-level analyses were used for the data generated from 3-level model, implying that the Type I error rate would be inflated when the nested data structures are ignored in Rasch/IRT models. The underestimated theoretical standard errors were substantively more severe as the true ability variance increased or the number of students within schools increased regardless of test length or the number of schools.
Advisors/Committee Members: Miyazaki, Yasuo (committeechair), Hein, Serge F. (committee member), Chang, Mido (committee member), Skaggs, Gary E. (committee member).
Subjects/Keywords: theoretical standard error.; RMSE; MCSE; bias; AGQ; Laplace; PQL; IRT; Rasch; HGLM; nested data structure; Monte Carlo simulation
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Chungbaek, Y. (2011). Impacts of Ignoring Nested Data Structure in Rasch/IRT Model and Comparison of Different Estimation Methods. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77086
Chicago Manual of Style (16th Edition):
Chungbaek, Youngyun. “Impacts of Ignoring Nested Data Structure in Rasch/IRT Model and Comparison of Different Estimation Methods.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/77086.
MLA Handbook (7th Edition):
Chungbaek, Youngyun. “Impacts of Ignoring Nested Data Structure in Rasch/IRT Model and Comparison of Different Estimation Methods.” 2011. Web. 01 Mar 2021.
Vancouver:
Chungbaek Y. Impacts of Ignoring Nested Data Structure in Rasch/IRT Model and Comparison of Different Estimation Methods. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/77086.
Council of Science Editors:
Chungbaek Y. Impacts of Ignoring Nested Data Structure in Rasch/IRT Model and Comparison of Different Estimation Methods. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77086

Virginia Tech
5.
Mohd Kamalludeen, Rosemaliza.
Curriculum Track And Its Influences On Predicting High School Dropout Likelihood.
Degree: PhD, Career and Technical Education, 2012, Virginia Tech
URL: http://hdl.handle.net/10919/28324
► Dropping out of school is a major concern as high school graduation credentials have been used as an important measurement tool to define post-secondary success.…
(more)
▼ Dropping out of school is a major concern as high school graduation credentials have been used as an important measurement tool to define post-secondary success. Numerous researchers presented a multitude of factors that predict dropouts at individual and school levels. Curriculum track choice, or high school course-taking sequence, defines studentsâ schooling career and ultimately the post-secondary path that they choose (Plank, DeLuca, & Estacion, 2008). Scholars have debated on various outcomes related to dropouts influenced by various curriculum choices, namely academic, career and technical education (CTE), dual enrollment, and general curriculum. Several argued students following academic tracks are more likely to graduate. Others claim that CTE benefits students who are at-risk and suppresses dropout likelihood (Rumberger & Sun, 2008). New vocationalism or dual enrollment has proven successful at reducing dropout rates.
This study attempted to investigate the influence of curriculum track and CTE program areas on dropout likelihood while controlling for possible individual differences. Analysis was conducted via Hierarchical Generalized Linear Modeling (HGLM) due to the nested data structure of Education Longitudinal Study of 2002 (ELS). Variables included were academic background, academic and career aspiration, school-sponsored activity participation, school minority composition, school average student socio-economic status (SES), school type (private or public), school urbanicity, CTE courses offered at the school, and demographic indicators (gender, race, and SES). Findings reflect higher dropout likelihood among general curriculum participants than academic and occupational concentrators after controlling for all possible individual differences. Dual concentrators had 0% dropout rate, and therefore comparison with other curriculum tracks was not possible via HGLM analysis. Results suggest substantial importance of academic background, post-secondary education plans, and school-sponsored activity participation in predicting dropout likelihood.
Comparing CTE program areas, Family and Consumer Sciences, Human Services, Public Services, Health and Education (Human Services area) participants were more likely to drop out than other program areas while Technology Education participants were less likely to drop out than Human Services and 2 or more CTE program area participants. Results suggest 9th grade overall GPA and school-sponsored activity participation as substantial predictors of dropout likelihood among occupational concentrators. Variability across schools was insignificant.
Advisors/Committee Members: Price, William T. Jr. (committeechair), Stewart, Daisy L. (committee member), Lichtenberger, Eric J. (committee member), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: high school; curriculum track; Dropout; career and technical education; hierarchical generalized linear modeling
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
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APA (6th Edition):
Mohd Kamalludeen, R. (2012). Curriculum Track And Its Influences On Predicting High School Dropout Likelihood. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28324
Chicago Manual of Style (16th Edition):
Mohd Kamalludeen, Rosemaliza. “Curriculum Track And Its Influences On Predicting High School Dropout Likelihood.” 2012. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/28324.
MLA Handbook (7th Edition):
Mohd Kamalludeen, Rosemaliza. “Curriculum Track And Its Influences On Predicting High School Dropout Likelihood.” 2012. Web. 01 Mar 2021.
Vancouver:
Mohd Kamalludeen R. Curriculum Track And Its Influences On Predicting High School Dropout Likelihood. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/28324.
Council of Science Editors:
Mohd Kamalludeen R. Curriculum Track And Its Influences On Predicting High School Dropout Likelihood. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/28324

Virginia Tech
6.
Duan, Xuejing.
The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs.
Degree: PhD, Educational Research and Evaluation, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/96213
► The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement.…
(more)
▼ The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.
Advisors/Committee Members: Singh, Kusum (committeechair), Miyazaki, Yasuo (committee member), Kniola, David John (committee member), Skaggs, Gary E. (committee member).
Subjects/Keywords: Social Support; Parental Involvement; Teacher Support; Motivation; Math Achievement; White/Asian Student; African-American/Hispanic Student
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Duan, X. (2018). The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/96213
Chicago Manual of Style (16th Edition):
Duan, Xuejing. “The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/96213.
MLA Handbook (7th Edition):
Duan, Xuejing. “The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs.” 2018. Web. 01 Mar 2021.
Vancouver:
Duan X. The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/96213.
Council of Science Editors:
Duan X. The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/96213

Virginia Tech
7.
Agnich, Laura Elizabeth.
A Cross-National Study of School Violence.
Degree: PhD, Sociology, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/28160
► This study examines the predictors of school violence cross-nationally, testing the applicability of criminological theories of adult violence to violence in the school setting. Using…
(more)
▼ This study examines the predictors of school violence cross-nationally, testing the applicability of criminological theories of adult violence to violence in the school setting. Using hierarchical linear modeling (HLM), a method of multi-level linear analysis, of the 2007 Trends in International Math and Science Studies (TIMSS) data augmented with data from UN Human Development Reports, UN Demographic Yearbook, CIA World Factbook and the World Health Organization Mortality Database, I determine the predictors of school violence at the school and national levels to determine what variables account for cross-national variation in the level of school violence. Hierarchical linear modeling (HLM) takes into account the structure of nested data, and this study examines schools nested within nations.
The relationships between school and national level inequalities, social disorganization, institutional anomie, social support, resource deprivation theories and school violence are tested. Violence is operationally defined as a continuum of aggression ranging from non-physical to physical (see Yu 2003), incorporating low-level as well as more serious forms of interpersonal violence. I find that measures of social disorganization, institutional anomie and resource deprivation at both the school and national levels predict higher levels of violence within schools. Surprisingly, homogeneity rather than heterogeneity is a significant predictor of physical bullying. In addition, math achievement and achievement score variation significantly predict the level of school violence cross-nationally. At the national level, placing too much emphasis on studentsâ achievement on standardized tests may inadvertently create a culture conducive to school violence. Emphasizing a diverse range of ways to measure studentsâ achievement other than standardized testing may reduce the likelihood that students experience strain and engage in violent behavior at school. This research is the first to use multi-level linear analysis to discern the school and national level predictors of school violence.
Advisors/Committee Members: Ryan, John W. (committee member), Fuller, Theodore D. (committee member), Zhu, Haiyan (committee member), Hawdon, James E. (committeecochair), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: School Violence; Student Victimization; Student Ac
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Agnich, L. E. (2011). A Cross-National Study of School Violence. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28160
Chicago Manual of Style (16th Edition):
Agnich, Laura Elizabeth. “A Cross-National Study of School Violence.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/28160.
MLA Handbook (7th Edition):
Agnich, Laura Elizabeth. “A Cross-National Study of School Violence.” 2011. Web. 01 Mar 2021.
Vancouver:
Agnich LE. A Cross-National Study of School Violence. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/28160.
Council of Science Editors:
Agnich LE. A Cross-National Study of School Violence. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28160

Virginia Tech
8.
Mutcheson, Ryan Brock.
Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation.
Degree: PhD, Educational Research and Evaluation, 2016, Virginia Tech
URL: http://hdl.handle.net/10919/81307
► The Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers represented a significant overhaul of conventional teacher evaluation criteria in Virginia. The policy…
(more)
▼ The
Virginia Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers represented a significant overhaul of conventional teacher evaluation criteria in
Virginia. The policy outlined seven performance standards by which all
Virginia teachers would be evaluated. This study explored the application of cognitive diagnostic modeling to measure teachers' perceptions of intra-organizational mechanisms available to support educational professionals in implementing this policy.
It was found that a coarse-grained, four-attribute compensatory, re-parameterized unified model (C-RUM) fit teacher perception data better and had lower standard errors than the competing finer-grained models. The Q-matrix accounted for the complex loadings of items to the four theoretically and empirically driven mechanisms of implementation support including characteristics of the policy, teachers, leadership, and the organization. The mechanisms were positively, significantly, and moderately correlated which suggested that each mechanism captured a different, yet related, component of policy implementation support. The diagnostic profile estimates indicated that the majority of teachers perceived support on items relating to "characteristics of teachers." Moreover, almost 60% of teachers were estimated to belong to profiles with perceived support on "characteristics of the policy." Finally, multiple group multinomial log-linear models (Xu and Von Davier, 2008) were used to analyze the data across subjects, grade levels, and career status. There was lower perceived support by STEM teachers than non-STEM teachers who have the same profile, suggesting that STEM teachers required differential support than non-STEM teachers.
The precise diagnostic feedback on the implementation process provided by this application of diagnostic models will be beneficial to policy makers and educational leaders. Specifically, they will be better prepared to identify strengths and weaknesses and target resources for a more efficient, and potentially more effective, policy implementation process. It is assumed that when equipped with more precise diagnostic feedback, policy makers and school leaders may be able to more confidently engage in empirical decision making, especially in regards to targeting resources for short-term and long-term organizational goals subsumed within the policy implementation initiative.
Advisors/Committee Members: Skaggs, Gary E. (committeechair), Singh, Kusum (committee member), Magliaro, Susan G. (committee member), Miyazaki, Yasuo (committee member).
Subjects/Keywords: cognitive diagnostic modeling; latent class model; teacher evaluation; effective teaching; psychometrics; crum model
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mutcheson, R. B. (2016). Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81307
Chicago Manual of Style (16th Edition):
Mutcheson, Ryan Brock. “Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/81307.
MLA Handbook (7th Edition):
Mutcheson, Ryan Brock. “Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation.” 2016. Web. 01 Mar 2021.
Vancouver:
Mutcheson RB. Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/81307.
Council of Science Editors:
Mutcheson RB. Diagnostic Modeling of Intra-Organizational Mechanisms for Supporting Policy Implementation. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81307

Virginia Tech
9.
Lemons, Marlow Q.
Predictive Modeling of Uniform Differential Item Functioning Preservation Likelihoods After Applying Disclosure Avoidance Techniques to Protect Privacy.
Degree: PhD, Educational Research and Evaluation, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/46980
► The need to publish and disseminate data continues to grow. Administrators of large-scale educational assessment should provide examinee microdata in addition to publishing assessment reports.…
(more)
▼ The need to publish and disseminate data continues to grow. Administrators of large-scale educational assessment should provide examinee microdata in addition to publishing assessment reports. Disclosure avoidance methods are applied to the data to protect examinee privacy before doing so, while attempting to preserve as many item statistical properties as possible. When important properties like differential item functioning are lost due to these disclosure avoidance methods, the microdata can give off misleading messages of effectiveness in measuring the test construct. In this research study, I investigated the preservation of differential item functioning in a large-scale assessment after disclosure avoidance methods have been applied to the data. After applying data swapping to protect the data, I attempted to empirically model and explain the likelihood of preserving various levels of differential item functioning as a function of several factors including the data swapping rate, the reference-to-focal group ratio, the type of item scoring, and the level of DIF prior to data swapping.
Advisors/Committee Members: Skaggs, Gary E. (committeechair), Sinha, Bimal K. (committeechair), Miyazaki, Yasuo (committee member), Terrell, George R. (committee member), Zayatz, Laura Voshell (committee member).
Subjects/Keywords: differential item functioning; disclosure avoidance; data swapping
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APA (6th Edition):
Lemons, M. Q. (2014). Predictive Modeling of Uniform Differential Item Functioning Preservation Likelihoods After Applying Disclosure Avoidance Techniques to Protect Privacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/46980
Chicago Manual of Style (16th Edition):
Lemons, Marlow Q. “Predictive Modeling of Uniform Differential Item Functioning Preservation Likelihoods After Applying Disclosure Avoidance Techniques to Protect Privacy.” 2014. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/46980.
MLA Handbook (7th Edition):
Lemons, Marlow Q. “Predictive Modeling of Uniform Differential Item Functioning Preservation Likelihoods After Applying Disclosure Avoidance Techniques to Protect Privacy.” 2014. Web. 01 Mar 2021.
Vancouver:
Lemons MQ. Predictive Modeling of Uniform Differential Item Functioning Preservation Likelihoods After Applying Disclosure Avoidance Techniques to Protect Privacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/46980.
Council of Science Editors:
Lemons MQ. Predictive Modeling of Uniform Differential Item Functioning Preservation Likelihoods After Applying Disclosure Avoidance Techniques to Protect Privacy. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/46980

Virginia Tech
10.
Yue, Xiaohui.
Detecting Rater Centrality Effect Using Simulation Methods and Rasch Measurement Analysis.
Degree: PhD, Educational Leadership and Policy Studies, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/28423
► This dissertation illustrates how to detect the rater centrality effect in a simulation study that approximates data collected in large scale performance assessment settings. It…
(more)
▼ This dissertation illustrates how to detect the rater centrality effect in a simulation study that approximates data collected in large scale performance assessment settings. It addresses three research questions that: (1) which of several centrality-detection indices are most sensitive to the difference between effect raters and non-effect raters; (2) how accurate (and inaccurate), in terms of Type I error rate and statistical power, each centrality-detection index is in flagging effect raters; and (3) how the features of the data collection design (i.e., the independent variables including the level of centrality strength, the double-scoring rate, and the number of raters and ratees) influence the accuracy of rater classifications by these centrality-detection indices. The results reveal that the measure-residual correlation, the expected-residual correlation, and the standardized deviation of assigned scores perform better than the point-measure correlation. The mean-square fit statistics, traditionally viewed as potential indicators of rater centrality, perform poorly in terms of differentiating central raters from normal raters. Along with the rater slope index, the mean-square fit statistics did not appear to be sensitive to the rater centrality effect. All of these indices provided reasonable protection against Type I errors when all responses were double scored, and that higher statistical power was achieved when responses were 100% double scored in comparison to only 10% being double scored. With a consideration on balancing both Type I error and statistical power, I recommend the measure-residual correlation and the expected-residual correlation for detecting the centrality effect. I suggest using the point-measure correlation only when responses are 100% double scored. The four parameters evaluated in the experimental simulations had different impact on the accuracy of rater classification. The results show that improving the classification accuracy for non-effect raters may come at a cost of reducing the classification accuracy for effect raters. Some simple guidelines for the expected impact of classification accuracy when a higher-order interaction exists summarized from the analyses offer a glimpse of the â prosâ and â consâ in adjusting the magnitude of the parameters when we evaluate the impact of the four experimental parameters on the outcomes of rater classification.
Advisors/Committee Members: Creamer, Elizabeth G. (committee member), Miyazaki, Yasuo (committee member), Wolfe, Edward W. (committeecochair), Skaggs, Gary E. (committeecochair).
Subjects/Keywords: ANOVA; Rasch measurement; centrality; rater effects; Type I and Type II errors; performance assessment; statistical power; logistic regression
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Yue, X. (2011). Detecting Rater Centrality Effect Using Simulation Methods and Rasch Measurement Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28423
Chicago Manual of Style (16th Edition):
Yue, Xiaohui. “Detecting Rater Centrality Effect Using Simulation Methods and Rasch Measurement Analysis.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/28423.
MLA Handbook (7th Edition):
Yue, Xiaohui. “Detecting Rater Centrality Effect Using Simulation Methods and Rasch Measurement Analysis.” 2011. Web. 01 Mar 2021.
Vancouver:
Yue X. Detecting Rater Centrality Effect Using Simulation Methods and Rasch Measurement Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/28423.
Council of Science Editors:
Yue X. Detecting Rater Centrality Effect Using Simulation Methods and Rasch Measurement Analysis. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28423

Virginia Tech
11.
Hur, Seunguk.
Multi-Level Cultures and Public Employee Work Motivation: Focusing on Executive Agency Policy in South Korea.
Degree: PhD, Public Administration and Public Affairs, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/54542
► In contrast to the decline of New Public Management (NPM) in many countries, reports on executive agency policy in Korea point to its success. To…
(more)
▼ In contrast to the decline of New Public Management (NPM) in many countries, reports on executive agency policy in Korea point to its success. To explore why it has been successful, this study investigates the relationship between multi-level culture and work motivation (i.e., job satisfaction and organizational commitment). This study develops a multi-level framework and examines direct, moderating, and varying contextual effects in the relationships among organizational cultures (clan, adhocracy, market, and hierarchy), individual perceptions of organizational culture, and work motivation, using survey data from 1,535 public employees in 46 executive agencies in Korea and hierarchical linear modeling (HLM). Key findings include, first, clan, adhocracy, market, and hierarchy organizational cultures all have positive associations with organizational commitment; however, individual perceptions of organizational market and hierarchy cultures are negatively related to organizational commitment and job satisfaction. Second, market and hierarchy cultures have positive varying contextual effects in relationships with organizational commitment. Third, organizational culture has more explanatory power than individual perceptions of organizational culture. Finally, efforts to develop and sustain balanced organizational culture evidently led to the success of the executive agency system in Korea. The findings support the argument that NPM reforms need to be examined through the lens of a multi-level culture and balanced culture perspective.
Advisors/Committee Members: Hult, Karen M. (committeechair), Jones, Michael D. (committee member), Miyazaki, Yasuo (committee member), Dudley, Larkin S. (committee member), Lemaire, Robin Hargroder (committee member).
Subjects/Keywords: Multi-level culture; Work motivation; New Public Management; Contextual effects; Executive Agency
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hur, S. (2015). Multi-Level Cultures and Public Employee Work Motivation: Focusing on Executive Agency Policy in South Korea. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/54542
Chicago Manual of Style (16th Edition):
Hur, Seunguk. “Multi-Level Cultures and Public Employee Work Motivation: Focusing on Executive Agency Policy in South Korea.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/54542.
MLA Handbook (7th Edition):
Hur, Seunguk. “Multi-Level Cultures and Public Employee Work Motivation: Focusing on Executive Agency Policy in South Korea.” 2015. Web. 01 Mar 2021.
Vancouver:
Hur S. Multi-Level Cultures and Public Employee Work Motivation: Focusing on Executive Agency Policy in South Korea. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/54542.
Council of Science Editors:
Hur S. Multi-Level Cultures and Public Employee Work Motivation: Focusing on Executive Agency Policy in South Korea. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/54542

Virginia Tech
12.
Thompson, Nicole J.
Leader Effectiveness in the Eye of the Beholder: Self-Affirming Implicit Policies in Leader Perception.
Degree: PhD, Psychology, 2013, Virginia Tech
URL: http://hdl.handle.net/10919/52863
► The present study employed a novel approach to extend current knowledge of how ideal leader prototypes and self-concepts solely and dually influence leader categorization and…
(more)
▼ The present study employed a novel approach to extend current knowledge of how ideal leader prototypes and self-concepts solely and dually influence leader categorization and effectiveness judgments. Cluster analysis and policy-capturing were employed to examine independent and dependent variables as patterns. Findings partially supported hypotheses and corroborated previous research. Leader categorization and effectiveness judgments were self-affirming across multiple managerial performance scenarios; implicit policies varied based on the pattern of traits exhibited within their self-concepts and ideal leader prototypes. On average, people who endorsed prototypical ideal leader prototypes and self-concepts were more stringent compared to individuals with less prototypical patterns. They categorized fewer managers as leaders, perceived them as less effective, and weighed Planning, Motivating, and Controlling performance behaviors more in their judgments. The study also showed ideal leader prototypes explained variance in implicit policies for leader categorization and effectiveness beyond the variance accounted for by self-concepts; however, the self-concept remained a significant predictor of implicit policies for leader effectiveness. This novel finding suggests the self-concept, like the ideal leader prototype, is relevant in weighting performance behaviors for effectiveness judgment.
Advisors/Committee Members: Foti, Roseanne J. (committeechair), Miyazaki, Yasuo (committeechair), Geller, E. Scott (committee member), Hauenstein, Neil M. A. (committee member).
Subjects/Keywords: Self; Leadership Perceptions; Policy-capturing; Pattern Approach; Leader Categorization Theory
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Thompson, N. J. (2013). Leader Effectiveness in the Eye of the Beholder: Self-Affirming Implicit Policies in Leader Perception. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52863
Chicago Manual of Style (16th Edition):
Thompson, Nicole J. “Leader Effectiveness in the Eye of the Beholder: Self-Affirming Implicit Policies in Leader Perception.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/52863.
MLA Handbook (7th Edition):
Thompson, Nicole J. “Leader Effectiveness in the Eye of the Beholder: Self-Affirming Implicit Policies in Leader Perception.” 2013. Web. 01 Mar 2021.
Vancouver:
Thompson NJ. Leader Effectiveness in the Eye of the Beholder: Self-Affirming Implicit Policies in Leader Perception. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/52863.
Council of Science Editors:
Thompson NJ. Leader Effectiveness in the Eye of the Beholder: Self-Affirming Implicit Policies in Leader Perception. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/52863
13.
Hamill, Bridget.
College-Going Behaviors: Are there School Effects for the Rural Student?.
Degree: PhD, Higher Education, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/82956
► This study considered the school effects of college going behavior for rural students. Of interest were the effects of location and college-going culture within a…
(more)
▼ This study considered the school effects of college going behavior for rural students. Of interest were the effects of location and college-going culture within a given school. The research questions asked, included:
1. What are the effects of rural school location and college-going culture on public high school graduation?
2. What are the effects of rural school location and college-going culture on college enrollment?
3. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on the control structure of the college program enrolled?
4. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on type of college program enrolled (two-year vs. four-year)?
5. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on full-time vs. part-time enrollment?
The study used data from the HSLS:09 survey. The data was analyzed using Hierarchical Generalized Linear Modeling. This study found that the odds of attending college decreased 18.7% for rural students. There was also a 4.8% decrease in the odds of college enrollment by students from majority White high schools. School's with high mean GPA's were more likely to have students graduate from high school, enroll in college, and attend 4-year institutions. High rates of school problems negatively affected students and demonstrated decreased odds of high school graduation and college enrollment. The role of counselors had demonstrated effects on students. Schools with counseling offices that focused a high number of hours on college counseling increase the odds their students graduate would from high school and attend a 4-year institution. Students attending high schools with a college counselor dedicated to college applications were 4.30 times more likely to attend a not-for-profit institution than a for-profit institution.
Advisors/Committee Members: Janosik, Steven M. (committeechair), Miyazaki, Yasuo (committee member), Smith, Kenneth Samuel (committee member), Serna, Gabriel Ramon (committee member).
Subjects/Keywords: Rural; College-going behavior; School effects; College enrollment
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hamill, B. (2018). College-Going Behaviors: Are there School Effects for the Rural Student?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82956
Chicago Manual of Style (16th Edition):
Hamill, Bridget. “College-Going Behaviors: Are there School Effects for the Rural Student?.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/82956.
MLA Handbook (7th Edition):
Hamill, Bridget. “College-Going Behaviors: Are there School Effects for the Rural Student?.” 2018. Web. 01 Mar 2021.
Vancouver:
Hamill B. College-Going Behaviors: Are there School Effects for the Rural Student?. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/82956.
Council of Science Editors:
Hamill B. College-Going Behaviors: Are there School Effects for the Rural Student?. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82956
14.
Laughlin, Anne Margaret.
Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size.
Degree: PhD, Educational Leadership and Policy Studies, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/47353
► This dissertation investigated the relationship between course characteristics and student ratings of instruction at a large research intensive university. Specifically, it examined the extent to…
(more)
▼ This dissertation investigated the relationship between course characteristics and student ratings of instruction at a large research intensive university. Specifically, it examined the extent to which academic field, course level, and class size were associated with variation in mean class ratings. Past research consistently identifies differences between student ratings in different academic fields, but offers no unifying conceptual framework for the definition or categorization of academic fields. Therefore, two different approaches to categorizing classes into academic fields were compared - one based on the institution's own academic college system and one based on Holland's (1997) theory of academic environments.
Because the data violated assumptions of normality and homogeneity of variance, traditional ANOVA procedures were followed by post-hoc analyses using bootstrapping to more accurately estimate standard errors and confidence intervals. Bootstrapping was also used to determine the statistical significance of a difference between the effect sizes of academic college and Holland environment, a situation for which traditional statistical tests have not been developed.
Findings replicate the general pattern of academic field differences found in prior research on student ratings and offer several unique contributions. They confirm the value of institution-specific approaches to defining academic fields and also indicate that Holland's theory of academic environments may be a useful conceptual framework for making sense of academic field differences in student ratings. Building on past studies that reported differences in mean ratings across academic fields, this study describes differences in the variance of ratings across academic fields. Finally, this study shows that class size and course level may impact student ratings differently - in terms of interaction effects and magnitude of effects - depending on the academic field of the course.
Advisors/Committee Members: Janosik, Steven M. (committeechair), Miyazaki, Yasuo (committeechair), Robbins, Claire Kathleen (committee member), Glass, Martha J. (committee member).
Subjects/Keywords: Student Evaluation of Teaching; Student Ratings of Instruction; Holland's Theory of Academic Environments; Bootstrap; Robust Methods
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Laughlin, A. M. (2014). Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47353
Chicago Manual of Style (16th Edition):
Laughlin, Anne Margaret. “Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size.” 2014. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/47353.
MLA Handbook (7th Edition):
Laughlin, Anne Margaret. “Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size.” 2014. Web. 01 Mar 2021.
Vancouver:
Laughlin AM. Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/47353.
Council of Science Editors:
Laughlin AM. Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47353
15.
Long, Thomas Carl.
Long-term Benefits of Extracurricular Activities on Socioeconomic Outcomes and Their Trends in 1988-2012.
Degree: PhD, Educational Research and Evaluation, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/63995
► Across the country, budget cuts to education have resulted in decreased funds available for extracurricular activities. This trend in policy may have a significant impact…
(more)
▼ Across the country, budget cuts to education have resulted in decreased funds available for extracurricular activities. This trend in policy may have a significant impact on future outcomes, as reflected in student success measures. Using two datasets that were collected over the last two decades, in the present study, the researcher assessed the relationship between participation in extracurricular activities and the future socioeconomic outcomes in respondents' lives, including post-secondary education, full-time employment status, and income. Two existing large-scale longitudinal studies of the U.S. secondary students, i.e., the National Education Longitudinal Study of 1988 (NELS: 88) and the Education Longitudinal Study of 2002 (ELS: 2002), served as data sources. As these surveys were conducted about a decade apart, the information they yielded was suitable for meeting the study aims. Generalized linear models, such as multiple regression and logistic regression analyses, by applying sample weights, were performed to examine the impacts of extracurricular activity participation on the aforementioned outcome measures. The implications of the study findings, including the comparison of the results from two different datasets collected at different time points, were interpreted with respect to school budget policy. Results from the NELS: 88 and ELS: 2002 were also compared to evaluate the trends in the characteristics and performance of U.S. high school students during the 1988-2012 period.
Advisors/Committee Members: Miyazaki, Yasuo (committeechair), Skaggs, Gary E. (committee member), Creamer, Elizabeth G. (committee member), Redican, Kerry J. (committee member).
Subjects/Keywords: Extracurricular Activities; Socioeconomic Outcomes; NELS: 88; ELS: 2002; Generalized Linear Models
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Long, T. C. (2015). Long-term Benefits of Extracurricular Activities on Socioeconomic Outcomes and Their Trends in 1988-2012. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/63995
Chicago Manual of Style (16th Edition):
Long, Thomas Carl. “Long-term Benefits of Extracurricular Activities on Socioeconomic Outcomes and Their Trends in 1988-2012.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/63995.
MLA Handbook (7th Edition):
Long, Thomas Carl. “Long-term Benefits of Extracurricular Activities on Socioeconomic Outcomes and Their Trends in 1988-2012.” 2015. Web. 01 Mar 2021.
Vancouver:
Long TC. Long-term Benefits of Extracurricular Activities on Socioeconomic Outcomes and Their Trends in 1988-2012. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/63995.
Council of Science Editors:
Long TC. Long-term Benefits of Extracurricular Activities on Socioeconomic Outcomes and Their Trends in 1988-2012. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/63995

Virginia Tech
16.
Murphy, Pamela F.
Relationships of Parenting Practices, Independent Learning, Achievement, and Family Structure.
Degree: PhD, Educational Research and Evaluation, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/26599
► An independent learner is one who actively takes responsibility for his or her own acquisition of knowledge, skills, and expertise. The capacity to self-regulate oneâ…
(more)
▼ An independent learner is one who actively takes responsibility for his or her own acquisition of knowledge, skills, and expertise. The capacity to self-regulate oneâ s own learning is a necessity for success in higher education. Researchers have found that characteristics of independent learners begin to emerge in young children and continue to develop throughout childhood and adolescence as students grow into self-governing adults.
The purpose of this study is to assess students' levels of independent learning attitudes and behaviors and to examine the relationships among parents' actions, family structure, independent learning, and academic achievement. Using a national sample of 10th grade students from the Education Longitudinal Study of 2002, several statistical analyses were performed in order to answer these research questions:
1. How do parents' actions relate to children's independent learning characteristics?
2. How do students' independent learning behaviors and attitudes correlate with their academic achievement?
3. How are parents' actions associated with their children's academic achievement?
4. Are single-parent children less likely to have developed characteristics of independent learning by grade 10 than children living with both of their parents?
Exploratory factor analysis was conducted to arrange the available variables into appropriate subscales to be used in the statistical procedures for this study. Canonical correlations were used to measure the magnitude of relationships between three pairs of concepts: parents' actions and students' independent learning; students' independent learning and academic achievement; and parents' actions and students' academic achievement.
Structural equation modeling was employed to test the hypothesized model of relationships among parents' actions, students' independent learning behaviors, and academic achievement. Finally, multivariate analysis of variance was used to compare the independent learning scores of students living in four different family structures to determine if a significant difference in the development of independent learning between groups exists. Results suggest actions that parents can take to help their children develop as independent learners and succeed in the academic realm.
Advisors/Committee Members: Chang, Mido (committeechair), Wolfe, Edward W. (committee member), Singh, Kusum (committee member), Miyazaki, Yasuo (committee member).
Subjects/Keywords: achievement; family structure; parenting style; independent learning; self-regulated learning
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Murphy, P. F. (2009). Relationships of Parenting Practices, Independent Learning, Achievement, and Family Structure. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26599
Chicago Manual of Style (16th Edition):
Murphy, Pamela F. “Relationships of Parenting Practices, Independent Learning, Achievement, and Family Structure.” 2009. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/26599.
MLA Handbook (7th Edition):
Murphy, Pamela F. “Relationships of Parenting Practices, Independent Learning, Achievement, and Family Structure.” 2009. Web. 01 Mar 2021.
Vancouver:
Murphy PF. Relationships of Parenting Practices, Independent Learning, Achievement, and Family Structure. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/26599.
Council of Science Editors:
Murphy PF. Relationships of Parenting Practices, Independent Learning, Achievement, and Family Structure. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26599

Virginia Tech
17.
Wang, Yadan.
The Effects of Cumulative Social Capital on Job Outcomes of College Graduates.
Degree: PhD, Educational Leadership and Policy Studies, 2008, Virginia Tech
URL: http://hdl.handle.net/10919/29566
► The current study drew on a large and diverse body of literature on social capital and aimed to understand its role in the process of…
(more)
▼ The current study drew on a large and diverse body of literature on social capital and aimed to understand its role in the process of transition from college to work. In particular, this research studied the cumulative effects of social capital formed in high school years and college years and examined its relationship with job outcomes. The study used the National Education Longitudinal Study (NELS) to examine whether early investment in the social capital of young adolescents produced better job outcomes in their adulthood. Families and schools were two primary sources of social capital considered in the current study. Parental involvement in a young personâ s life, extra-curricular activities and participation in volunteer organizations were some of the forms of social capital hypothesized to influence job outcomes after college. Structural equations modeling was used to trace the effects of the presence of social capital as early as the 8th grade in shaping studentâ s later career status. The longitudinal data measured social capital beginning in the 8th grade and every 2 years thereafter, so that the cumulative effects of the social capital resources were investigated. Overall, the hypothesized model was found to fit the data and the findings have suggested a set of positive and direct effects of social capital on job outcomes.
Advisors/Committee Members: Singh, Kusum (committeechair), Alexander, M. David (committee member), Miyazaki, Yasuo (committee member), Chang, Mido (committee member).
Subjects/Keywords: Structural Equation Modeling; Job Outcomes; College Students; Social Capital
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wang, Y. (2008). The Effects of Cumulative Social Capital on Job Outcomes of College Graduates. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29566
Chicago Manual of Style (16th Edition):
Wang, Yadan. “The Effects of Cumulative Social Capital on Job Outcomes of College Graduates.” 2008. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/29566.
MLA Handbook (7th Edition):
Wang, Yadan. “The Effects of Cumulative Social Capital on Job Outcomes of College Graduates.” 2008. Web. 01 Mar 2021.
Vancouver:
Wang Y. The Effects of Cumulative Social Capital on Job Outcomes of College Graduates. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/29566.
Council of Science Editors:
Wang Y. The Effects of Cumulative Social Capital on Job Outcomes of College Graduates. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/29566

Virginia Tech
18.
Stimpson, Matthew.
Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis.
Degree: PhD, Educational Leadership and Policy Studies, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/26525
► This study examined whether measures of social capital were significant predictors of enrollment in postsecondary education for students from a low SES background. Results take…
(more)
▼ This study examined whether measures of social capital were significant predictors of enrollment in postsecondary education for students from a low SES background. Results take the form of two articles. The first article addresses enrollment in four-year institutions of postsecondary education, and the second article addresses enrollment in two-year institutions of postsecondary education. The research questions for this study were:
1. Does probability of enrollment in a four-year postsecondary institution or a two-year postsecondary institution for low SES students differ by mean school SES?
2. Does probability of enrollment in a four-year postsecondary institution or a two-year postsecondary institution for low SES students differ by school locale?
3. When controlling for contextual or environmental variables and student background characteristics, are low SES students with higher levels of social capital more likely to enroll in a four-year postsecondary institution or a two-year postsecondary institution than low SES students with lower levels of social capital?
4. When controlling for contextual or environmental variables, background characteristics, and level of social capital does probability of enrollment in a four-year institution of postsecondary education or a two-year postsecondary institution vary by race for low SES students?
When controlling for school level variables, academic achievement and preparation, and select background characteristics, low SES students with higher levels of social capital are more likely to enroll in a four-year college. Students whose parents expected them to obtain more education and those students who obtained more information about attending college were more likely to enroll in a four-year university. In the analysis of enrollment in four-year institutions of postsecondary education, African American low SES students were three times more likely to enroll in a four-year college or university than low SES Caucasian students.
Only one measure of social capital, information acquisition, was significantly related to enrollment in a two-year institution of postsecondary education. No significant variability in probability of enrollment in a two-year institution of postsecondary education was observed by either of the school level variables used. Race was not a significant factor when controlling for background characteristics and the measures of social capital used in this study.
Advisors/Committee Members: Janosik, Steven M. (committeechair), Hirt, Joan B. (committee member), Bonner, Cynthia (committee member), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: Social Capital; Hierarchical Linear Modeling; Low SES; Enrollment in Postsecondary Education
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APA (6th Edition):
Stimpson, M. (2009). Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26525
Chicago Manual of Style (16th Edition):
Stimpson, Matthew. “Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis.” 2009. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/26525.
MLA Handbook (7th Edition):
Stimpson, Matthew. “Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis.” 2009. Web. 01 Mar 2021.
Vancouver:
Stimpson M. Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/26525.
Council of Science Editors:
Stimpson M. Examining Social Capital as a Predictor of Enrollment in Postsecondary Education for Low SES Students: A Multilevel Analysis. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26525

Virginia Tech
19.
Mo, Yun.
Opportunity to Learn, Engagement, and Science Achievement: Evidence form TIMSS 2003 Data.
Degree: PhD, Educational Research and Evaluation, 2008, Virginia Tech
URL: http://hdl.handle.net/10919/29564
► This study examined the relationships between opportunity to learn (OTL), science engagement, and science achievement in studentsâ middle school level. This study used the Trends…
(more)
▼ This study examined the relationships between opportunity to learn (OTL), science engagement, and science achievement in studentsâ middle school level. This study used the Trends in International Mathematics and Science Study (TIMSS) data from the 2003 wave. The data were analyzed using structuring equation modeling and hierarchical linear modeling. It was hypothesized that studentsâ engagement in science is a mediator between opportunity to learn and science achievement. Moreover, class and school level variability was also examined since the organization of the data was nested. The study examined the effects of OTL on studentsâ emotional, cognitive, and behavioral engagement in science and subsequently on science achievement controlling for family socioeconomics status. The results of structural equation modeling supported some theoretical formulations of the conceptual model, and showed significant effect of OTL factors on studentsâ science engagement, especially the behavioral engagement. Furthermore, science emotional and cognitive engagement showed positive effects on science achievement, but the effect of behavioral engagement on science achievement was complex. Detailed exploration and discussions were included in this study. The findings from hierarchical linear models suggested that studentsâ science achievement was not only related to studentsâ engagement, but also varied by class and school level OTL factors. The study had both theoretical and practical significances, providing valuable insights for the pedagogy of science.
Advisors/Committee Members: Singh, Kusum (committeechair), Chang, Mido (committee member), Miyazaki, Yasuo (committee member), Alexander, M. David (committee member).
Subjects/Keywords: Self-Efficacy; Engagement; Attitude; Science Achievement; Opportunity to Learn
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Mo, Y. (2008). Opportunity to Learn, Engagement, and Science Achievement: Evidence form TIMSS 2003 Data. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29564
Chicago Manual of Style (16th Edition):
Mo, Yun. “Opportunity to Learn, Engagement, and Science Achievement: Evidence form TIMSS 2003 Data.” 2008. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/29564.
MLA Handbook (7th Edition):
Mo, Yun. “Opportunity to Learn, Engagement, and Science Achievement: Evidence form TIMSS 2003 Data.” 2008. Web. 01 Mar 2021.
Vancouver:
Mo Y. Opportunity to Learn, Engagement, and Science Achievement: Evidence form TIMSS 2003 Data. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/29564.
Council of Science Editors:
Mo Y. Opportunity to Learn, Engagement, and Science Achievement: Evidence form TIMSS 2003 Data. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/29564

Virginia Tech
20.
Harrell, Leigh Michelle.
Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis.
Degree: PhD, Educational Leadership and Policy Studies, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/29656
► Most research on confirmatory factor analysis using global fit indices (AIC, BIC, AICc, and CAIC) has been in the structural equation modeling framework. Little research…
(more)
▼ Most research on confirmatory factor analysis using global fit indices (AIC, BIC, AICc, and CAIC) has been in the structural equation modeling framework. Little research has been done concerning application of these indices to item response models, especially within the framework of multidimensional Rasch analysis. The results of two simulations studies that investigated how sample size, between-dimension correlation, and test length affect the accuracy of these indices in model recovery using a multidimensional Rasch analysis are described in this dissertation. The first study analyzed dichotomous data, with model-to-data misfit as an additional independent variable. The second study analyzed polytomous data, with rating scale structure as an additional independent variable. The interaction effect between global fit index and between-dimension correlation had very large effect sizes in both studies. At higher values of between-dimension correlation, AIC indicated the correct two-dimension generating structure slightly more often than does the BIC or CAIC. The correlation by test length interaction had an odds ratio indicating practical importance in the polytomous study but not the dichotomous study. The combination of shorter tests and higher correlations resulted in a difficult-to-detect distinction being modeled with less statistical information. The correlation by index interaction in the dichotomous study had an odds ratio indicating practical importance. As expected, the results demonstrated that violations of the Rasch model assumptions are magnified at higher between-dimension correlations. Recommendations for practitioners working with highly correlated multidimensional data include creating moderate length (roughly 40 items) instruments, minimizing data-to-model misfit in the choice of model used for confirmatory factor analysis (MRCMLM or other MIRT models), and making decisions based on multiple global indices instead of depending on one index in particular.
Advisors/Committee Members: Skaggs, Gary E. (committeechair), Terrell, George R. (committee member), Miyazaki, Yasuo (committee member), Wolfe, Edward W. (committeecochair).
Subjects/Keywords: confirmatory factor analysis; Rasch analysis; model selection; global fit indices; BIC; AIC
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Harrell, L. M. (2009). Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29656
Chicago Manual of Style (16th Edition):
Harrell, Leigh Michelle. “Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis.” 2009. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/29656.
MLA Handbook (7th Edition):
Harrell, Leigh Michelle. “Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis.” 2009. Web. 01 Mar 2021.
Vancouver:
Harrell LM. Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/29656.
Council of Science Editors:
Harrell LM. Accuracy of Global Fit Indices as Indictors of Multidimensionality in Multidimensional Rasch Analysis. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/29656

Virginia Tech
21.
Hayden, Melanie L.
Parental Influence on Graduate School Aspirations among First Generation and Non-First Generation College Students Attending Highly Selective Institutions.
Degree: PhD, Educational Leadership and Policy Studies, 2008, Virginia Tech
URL: http://hdl.handle.net/10919/29567
► First generation students face significant challenges with respect to college enrollment (Choy, 2001) and remain disproportionately underrepresented in certain segments of American higher education particularly…
(more)
▼ First generation students face significant challenges with respect to college enrollment (Choy, 2001) and remain disproportionately underrepresented in certain segments of American higher education particularly in graduate education (Callan, 2001). Among those individuals who shape the educational plans of first-generation students are their parents (Hossler & Stage, 1999; McDonough, 1997). Researchers operationalize parental influence as the transmission of various forms of capital (Bourdieu, 1977).
The purpose of this study was to determine if there was a relationship between various forms of capital parents transmit to their children and graduate school aspirations of first generation and non-first generation students attending highly selective institutions. Three dimensions of capital were explored in this study: (a) human, (b) cultural, and (c) social. Additionally, this study was designed to determine whether there are differences in the degree of these forms of capital among groups classified by race, gender and institution type.
Data from the National Longitudinal Survey of Freshmen (NLSF) (Massey et. al, 2003) which included a sample of Asian, Black, Hispanic and Caucasian first year, first generation and non-first generation students from 28 highly selective colleges and universities were used for this study.
The findings suggest that human, cultural, and social capital transmitted to students by parents are marginally related to graduate school aspirations regardless of generation status. Also, graduate school aspirations differ by race/ethnicity and gender, but do not differ substantively between first generation and non-first generation students in this sample. Finally, the type of institution students attend does not relate to their graduate school aspirations.
Advisors/Committee Members: Hirt, Joan B. (committeechair), Allen, Katherine R. (committee member), Herndon, Michael K. (committee member), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: selective institutions; parental influence; family background; graduate school aspirations; first generation students
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hayden, M. L. (2008). Parental Influence on Graduate School Aspirations among First Generation and Non-First Generation College Students Attending Highly Selective Institutions. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29567
Chicago Manual of Style (16th Edition):
Hayden, Melanie L. “Parental Influence on Graduate School Aspirations among First Generation and Non-First Generation College Students Attending Highly Selective Institutions.” 2008. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/29567.
MLA Handbook (7th Edition):
Hayden, Melanie L. “Parental Influence on Graduate School Aspirations among First Generation and Non-First Generation College Students Attending Highly Selective Institutions.” 2008. Web. 01 Mar 2021.
Vancouver:
Hayden ML. Parental Influence on Graduate School Aspirations among First Generation and Non-First Generation College Students Attending Highly Selective Institutions. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/29567.
Council of Science Editors:
Hayden ML. Parental Influence on Graduate School Aspirations among First Generation and Non-First Generation College Students Attending Highly Selective Institutions. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/29567

Virginia Tech
22.
Lee, Sung-jin.
Housing Challenges of Asian and Pacific Island Elders in the United States from 1995 to 2007.
Degree: PhD, Apparel, Housing, and Resource Management, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/37617
► Limited government supports under the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996 could cause low-income immigrants to struggle with housing affordability. Thus,…
(more)
▼ Limited government supports under the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996 could cause low-income immigrants to struggle with housing affordability. Thus, this study examined housing challenges of Asian and Pacific Island elders, focusing on government assistance, and demographic, housing, and neighborhood characteristics. The research framework was based on the theory of housing adjustment (Morris & Winter, 1975, 1978). When investigating housing challenges, housing satisfaction was considered a representative term, as the dependent variable. The sample was Asian and Pacific Island households with a head 65+ who responded to the American Housing Survey (AHS) from 1995 through 2007 (N = 1,039). Asian and Pacific Island elders included those who lived in the U.S. for a long time as well as recent immigrants. Several statistical methods were employed: descriptive statistics, one-way ANOVA, Pearson correlation, crosstabs, multiple regression, and simple regression.
Overall housing satisfaction level of the sample tended to be high from 1995 to 2007. However, there was no statistically significant impact of the PRWORA of 1996 on housing satisfaction and on the government assistance, and demographic, housing, and neighborhood characteristics of Asian and Pacific Island elders since 1996. Variables influencing satisfaction levels, and thus housing challenges, included qualifying for Food Stamps, education, family income, Census region, household size, housing quality, structure size, and neighborhood rating. Other significant findings included the impact of government assistance, geographical location and household size by year.
An additional value of this study are the profiles of demographic, housing, and neighborhood characteristics and government assistance of Asian and Pacific Island elders from 1995 to 2007. Data analyses with the secondary datasets can assist housing researchers, educators, nonprofit organizations, or policymakers in their future studies or policies.
Advisors/Committee Members: Parrott, Kathleen R. (committeechair), Miyazaki, Yasuo (committee member), Blieszner, Rosemary (committee member), Beamish, Julia O. (committee member).
Subjects/Keywords: Personal Responsibility and Work Opportunity Recon; American Housing Survey (AHS); Housing Challenges; Housing Satisfaction; Asian and Pacific Island Elders
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lee, S. (2010). Housing Challenges of Asian and Pacific Island Elders in the United States from 1995 to 2007. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37617
Chicago Manual of Style (16th Edition):
Lee, Sung-jin. “Housing Challenges of Asian and Pacific Island Elders in the United States from 1995 to 2007.” 2010. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/37617.
MLA Handbook (7th Edition):
Lee, Sung-jin. “Housing Challenges of Asian and Pacific Island Elders in the United States from 1995 to 2007.” 2010. Web. 01 Mar 2021.
Vancouver:
Lee S. Housing Challenges of Asian and Pacific Island Elders in the United States from 1995 to 2007. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/37617.
Council of Science Editors:
Lee S. Housing Challenges of Asian and Pacific Island Elders in the United States from 1995 to 2007. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/37617

Virginia Tech
23.
Jenkins, Anthony L.
Assessing Factors that Distinguish First-Generation College Students from Non First-Generation College Students at an Urban Comprehensive University.
Degree: PhD, Educational Leadership and Policy Studies, 2007, Virginia Tech
URL: http://hdl.handle.net/10919/26607
► The purpose of the study was to compare a freshman cohort of first and non first-generation college students enrolled in an urban university and to…
(more)
▼ The purpose of the study was to compare a freshman cohort of first and non first-generation college students enrolled in an urban university and to identify characteristics that distinguish the two groups in terms of selected demographics, pre-college behaviors and beliefs (expectations and personal traits). Moreover, the study sought to identify variables whose distribution indicated a significant difference between the two groups and rank those variables by order of the strength of association.
Data analysis for this study consisted of a combination of chi-square and descriptive discriminate analysis using logistic regression. Chi-square analysis was the preliminary statistical procedure used in this study. I relied on a sequence of chi-square analyses to help identify a list of statistically significant variables to be used in the subsequent descriptive discriminate logistic regression model. Descriptive discriminate analysis was used because its primary function is designed to reveal projected differences among groups (Huberty, 1994).
The results revealed seven important characteristics (Reading for pleasure (Hpw0111), Household income (Income), Asked teacher for advise (Act0114), Rate computer skills (Rate0103), Get a bachelorâ s degree (Futact11), Change major field of study (Futact01) and Obtain recognition by colleague (Goal0103) were commonly statistically significant student characteristics across all race/ethnicity groups, and three (Gain a general education (Reason05), High school grade point average (HSGPA) and Felt overwhelmed (Act0110) were unique to one or some of the groups. These variables can also be viewed as predictors that help identify the likelihood that a student is first-generation. Results of this study had implications for the practice of high school guidance counselors, student and academic affairs practitioners and specifically support services personnel and financial aid officers.
Advisors/Committee Members: Hirt, Joan B. (committee member), Cross, Landrum L. (committee member), Janosik, Steven M. (committeecochair), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: Race; Ethnicity; First-Generation College Students; Students of Color
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Jenkins, A. L. (2007). Assessing Factors that Distinguish First-Generation College Students from Non First-Generation College Students at an Urban Comprehensive University. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26607
Chicago Manual of Style (16th Edition):
Jenkins, Anthony L. “Assessing Factors that Distinguish First-Generation College Students from Non First-Generation College Students at an Urban Comprehensive University.” 2007. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/26607.
MLA Handbook (7th Edition):
Jenkins, Anthony L. “Assessing Factors that Distinguish First-Generation College Students from Non First-Generation College Students at an Urban Comprehensive University.” 2007. Web. 01 Mar 2021.
Vancouver:
Jenkins AL. Assessing Factors that Distinguish First-Generation College Students from Non First-Generation College Students at an Urban Comprehensive University. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/26607.
Council of Science Editors:
Jenkins AL. Assessing Factors that Distinguish First-Generation College Students from Non First-Generation College Students at an Urban Comprehensive University. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26607

Virginia Tech
24.
Nielson, L. Reece.
Family and Clinician Effects on Costs of Psychiatric Emergency Services Dispositions.
Degree: PhD, Human Development, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/26724
► Families play a key role in psychiatric emergency services (PES). Given the cost of PES in terms of dollars and restrictiveness, clients, families, providers, payers,…
(more)
▼ Families play a key role in psychiatric emergency services (PES). Given the cost of PES in terms of dollars and restrictiveness, clients, families, providers, payers, and policymakers involved in these services need more understanding of how families affect these key PES outcomes. Marriage and family therapy theories offer frameworks for understanding family and provider system dynamics in PES. This study explores how family presence and family quality influence restrictiveness and cost of PES dispositions, and how they moderate the effect of suicide risk, homicide risk, and inability to care for self on those outcomes. The sample of 306 clients and 33 clinicians was drawn from the records of a mobile PES unit serving a rural area. A regression-based, quantitative methodology, Hierarchical Linear Modeling (HLM), was employed to explore associations between restrictiveness and client risk and family factors, as well as differences in dispositions between PES clinicians. In order to extend practical implications, the same questions were also examined in monetary terms by translating restrictiveness into cost of dispositions. Results show inability to care for self and suicide risk to be the strongest predictors of increased restrictiveness and cost. Family quality appeared to reduce restrictiveness but not cost and only when not considering interactions with individual risk factors. When interactions were considered, family quality exhibited a statistically significant disordinal interaction with inability to care for self. That is, when clients were unable to care for self, positive family quality worked toward increasing restrictiveness and cost, perhaps due to families seeking help for the client. However, when clients were able to care for self, positive family quality worked in the opposite direction (i.e., toward reducing restrictiveness and cost). Theoretical and practical implications of this interaction were considered. There was found no significant variability in dispositions and associated costs between clinicians, which may be evidence of standardized clinician training and procedures. Non-standardized instrumentation, lack of comparison with other programs or sites, and limited cell sample size are limitations of the study. This study shows the complexity of family systems in PES and provides basis for recommendations for future research and clinical practice.
Advisors/Committee Members: Meszaros, Peggy S. (committeechair), Dolbin-MacNab, Megan L. (committee member), Piercy, Fred P. (committee member), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: cost; clinicians; psychiatric emergency services; marriage and family therapy; Hierarchical Linear Modeling
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nielson, L. R. (2009). Family and Clinician Effects on Costs of Psychiatric Emergency Services Dispositions. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26724
Chicago Manual of Style (16th Edition):
Nielson, L Reece. “Family and Clinician Effects on Costs of Psychiatric Emergency Services Dispositions.” 2009. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/26724.
MLA Handbook (7th Edition):
Nielson, L Reece. “Family and Clinician Effects on Costs of Psychiatric Emergency Services Dispositions.” 2009. Web. 01 Mar 2021.
Vancouver:
Nielson LR. Family and Clinician Effects on Costs of Psychiatric Emergency Services Dispositions. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/26724.
Council of Science Editors:
Nielson LR. Family and Clinician Effects on Costs of Psychiatric Emergency Services Dispositions. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26724

Virginia Tech
25.
McGill, Michael T.
An Investigation of Unidimensional Testing Procedures under Latent Trait Theory using Principal Component Analysis.
Degree: PhD, Educational Leadership and Policy Studies, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/29699
► There are several generally accepted rules for detecting unidimensionality, but none are well tested. This simulation study investigated well-known methods, including but not limited to,…
(more)
▼ There are several generally accepted rules for detecting unidimensionality, but none are well tested. This simulation study investigated well-known methods, including but not limited to, the Kaiser (k>1) Criterion, Percentage of Measure Validity (greater than 50%, 40%, or 20%), Ratio of Eigenvalues, and Kelley method, and compares these methods to each other and a new method proposed by the author (McGill method) for assessing unidimensionality. After applying principal component analysis (PCA) to the residuals of a Latent Trait Test Theory (LTTT) model, this study was able to address three purposes: determining the Type I error rates associated with various criterion values, for assessing unidimensionality; determining the Type II error rates and statistical power associated with various rules of thumb when assessing dimensionality; and, finally, determining whether more suitable criterion values could be established for the methods of the study by accounting for various characteristics of the measurement context. For those methods based on criterion values, new modified values are proposed. For those methods without criterion values for dimensionality decisions, criterion values are modeled and presented.
The methods compared in this study were investigated using PCA on residuals from the Rasch model. The sample size, test length, ability distribution variability, and item distribution variability were varied and the resulting Type I and Type II error rates of each method were examined.
The results imply that certain conditions can cause improper diagnoses as to the dimensionality of instruments. Adjusted methods are suggested to induce a more stable condition relative to the Type I and Type II error rates. The nearly ubiquitous Kaiser method was found to be biased towards signaling multidimensionality whether it exists or not. The modified version of the Kaiser method and the McGill method, proposed by the author were shown to be among the best at detecting unidimensionality when it was present. In short, methods that take into account changes in variables such as sample size, test length, item variability, and person variability are better than methods that use a single, static criterionvalue in decision making with respect to dimensionality.
Advisors/Committee Members: Miyazaki, Yasuo (committee member), Morgan, John P. (committee member), Wolfe, Edward W. (committeecochair), Skaggs, Gary E. (committeecochair).
Subjects/Keywords: Unidimensionality; Principal Component Analysis; Dimensionality; Measurement; IRT; Item Resonse THeory; Rasch
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McGill, M. T. (2009). An Investigation of Unidimensional Testing Procedures under Latent Trait Theory using Principal Component Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29699
Chicago Manual of Style (16th Edition):
McGill, Michael T. “An Investigation of Unidimensional Testing Procedures under Latent Trait Theory using Principal Component Analysis.” 2009. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/29699.
MLA Handbook (7th Edition):
McGill, Michael T. “An Investigation of Unidimensional Testing Procedures under Latent Trait Theory using Principal Component Analysis.” 2009. Web. 01 Mar 2021.
Vancouver:
McGill MT. An Investigation of Unidimensional Testing Procedures under Latent Trait Theory using Principal Component Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/29699.
Council of Science Editors:
McGill MT. An Investigation of Unidimensional Testing Procedures under Latent Trait Theory using Principal Component Analysis. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/29699

Virginia Tech
26.
Komelski, Matthew F.
The Role Taijiquan in Supporting Adaptive Development in Adulthood.
Degree: PhD, Human Development, 2010, Virginia Tech
URL: http://hdl.handle.net/10919/37626
► Purpose: Working from lifespan development theory and the theory of Selective Optimization with Compensation (SOC), I provide theoretical analyses to inform and direct research on…
(more)
▼ Purpose: Working from lifespan development theory and the theory of Selective Optimization with Compensation (SOC), I provide theoretical analyses to inform and direct research on Taijiquan where research questions involve issues of adaptive development (optimization of gains, maintenance of function, and prevention of lost resources). I also used these frameworks to construct a biopsychosocial mind-body practices model that seeks to explain and predict the role of key aspects (curriculum, practice, context) in Taiji-related development. The above frameworks are further substantiated through a comparative analysis of health status between Taijiquan practitioners (N =120; age range = 24-83, M = 54.77) and a nationally representative sample (N = 414,629; age range = 18-99, M = 54.86) collected by the Centers for Disease Control and Prevention (CDC). The modelâ s predictive potential is explored through an analysis of health status within a subset of experienced Taiji practitioners (N = 94; age range = 24-83, M = 55.82).
Design: Theoretical and cross-sectional; between- and within-group comparisons.
Methods: Responses from a convenience sample of Taiji practitioners were collected using an online survey. The instrument was designed to collect data on health-related quality of life (HRQoL), lifestyle variables, and Taiji practice regimens. Data from Taiji practitioners were merged with the CDCâ s 2008 Behavioral Risk Factor Surveillance System (BRFSS) dataset, forming three groups: no exercise, some exercise, and Taiji exercise. Health status was regressed on exercise group while controlling for age, income, and education, as well as the interaction between age and exercise group. Further analyses were also conducted on a subset of the Taiji data (N=94). These analyses examined the relationships among self-reported health, practice regimens, and diet while controlling for age and experience.
Results: In the first set of analyses (see paper one), I controlled for the effects of age, income, education, and the differential effects of age on exercise group, while determining associations between health and group membership. A significant interaction effect (p < 0.001) occurred between age and exercise group membership. This interaction showed little difference between exercise groups in the young adult age range, but among older adults, Taijiquan practitioners displayed the best HRQoL. In the second set of analyses (see paper 2), I found significant interaction effects between (a) curricular complexity and out-of-class practice (p < 0.05) and (b) curricular complexity and diet (p < 0.05).
Conclusions: The extraordinary health status trajectory among Taiji practitioners may be attributable to several conditions including: (a) the implied presence of SOC-related strategies, (b) the general benefits of psychophysical expertise, and (c) concomitant structure between Taiji-related goals and health behaviors that contributes to optimal aging. Specifically, intervention designers, Taiji teachers, and practitioners…
Advisors/Committee Members: Blieszner, Rosemary (committeechair), Galway, Alison (committee member), Kim, Kye (committee member), Savla, Jyoti S. (committee member), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: Lifespan Development; Chi Kung; Optimal Aging; Successful Aging; Adaptive Aging; Taiji; Qigong; Health-related Quality of Life; Exercise; Mind-body; Tai Chi; Martial Arts; Selective Optimization with Compensation
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APA (6th Edition):
Komelski, M. F. (2010). The Role Taijiquan in Supporting Adaptive Development in Adulthood. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/37626
Chicago Manual of Style (16th Edition):
Komelski, Matthew F. “The Role Taijiquan in Supporting Adaptive Development in Adulthood.” 2010. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/37626.
MLA Handbook (7th Edition):
Komelski, Matthew F. “The Role Taijiquan in Supporting Adaptive Development in Adulthood.” 2010. Web. 01 Mar 2021.
Vancouver:
Komelski MF. The Role Taijiquan in Supporting Adaptive Development in Adulthood. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/37626.
Council of Science Editors:
Komelski MF. The Role Taijiquan in Supporting Adaptive Development in Adulthood. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/37626

Virginia Tech
27.
Davis, Sharrika D.
Factors Influencing Undergraduate Women's Educational Aspirations.
Degree: PhD, Educational Leadership and Policy Studies, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/26911
► Education is one key to economic prosperity and a predictor of overall life satisfaction. The further one progresses through the educational pipeline, the more likely…
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▼ Education is one key to economic prosperity and a predictor of overall life satisfaction. The further one progresses through the educational pipeline, the more likely it is that she may prosper. However, in a society bolstered by patriarchal systems, economic and educational inequalities exist among the genders.
Educational aspirations are influenced by studentsâ socialization experiences. Faculty teach students about their discipline. Families influence educational pursuits. Peers serve as reinforcements or challenges to academic progress. All three groups are socialization agents to students pursuing higher education.
Research indicates that various socialization agents influence whether students pursue an undergraduate degree. However, there is little literature specifically focused on women and less on the relationship between womenâ s undergraduate socialization experiences and their decision to enroll in graduate studies.
The purpose of this study was to determine whether certain collegiate experiences (with family, faculty and peers) predict undergraduate womenâ s expectation to enroll in graduate study and to determine if the experiences influence expectation to enroll by race. The sample included women who completed the College Student Experiences Questionnaire (CSEQ) Fourth edition. The study employed logistic regression to explore the relationship between undergraduate womenâ s educational aspirations and family, faculty and peer influences. In addition, I examined whether the associations between family, faculty and peers differed by race/ethnicity.
The results of the logistic regression revealed that academic ability (GPA) and peer experiences influenced advanced degree aspirations. In addition, race/ethnicity does matter, i.e., being of African-American or Latina decent is associated with a higher level of advanced degree aspiration. Also, as frequency of interactions between faculty and African-American women increase â aspiration decreases. These findings suggest that it is important to consider the various factors that influence advanced degree aspiration. This is especially important since advanced degrees can be elemental to economic prosperity.
Advisors/Committee Members: Hirt, Joan B. (committeechair), Alexander-Floyd, Nikol G. (committee member), Janosik, Steven M. (committee member), Ridgwell, Diana M. (committee member), Miyazaki, Yasuo (committeecochair).
Subjects/Keywords: family; faculty; peers; race/ethnicity; aspirations; women; Graduate school
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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APA (6th Edition):
Davis, S. D. (2009). Factors Influencing Undergraduate Women's Educational Aspirations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26911
Chicago Manual of Style (16th Edition):
Davis, Sharrika D. “Factors Influencing Undergraduate Women's Educational Aspirations.” 2009. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/26911.
MLA Handbook (7th Edition):
Davis, Sharrika D. “Factors Influencing Undergraduate Women's Educational Aspirations.” 2009. Web. 01 Mar 2021.
Vancouver:
Davis SD. Factors Influencing Undergraduate Women's Educational Aspirations. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/26911.
Council of Science Editors:
Davis SD. Factors Influencing Undergraduate Women's Educational Aspirations. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26911

Virginia Tech
28.
Chae, Myung-Hee.
The Development of a Conceptual Framework for Identifying Functional, Expressive, Aesthetic, and Regulatory Needs for Snowboarding Helmets.
Degree: PhD, Apparel, Housing, and Resource Management, 2006, Virginia Tech
URL: http://hdl.handle.net/10919/29694
► The purpose of this research was to identify the design characteristics and attitudes that impact the use of snowboarding helmets and to test statistically a…
(more)
▼ The purpose of this research was to identify the design characteristics and attitudes that impact the use of snowboarding helmets and to test statistically a proposed conceptual framework for identifying perceived importance of functional, expressive, aesthetic, and regulatory (FEAR) needs of snowboarding helmets for current snowboarders.
Data for this study was collected online. The final sample was composed of 391 participants, which represented a 13.67% response rate. Multiple comparisons were used to examine mean differences among the FEAR variables, as well as attitudes toward helmet use. A multiple linear regression was used to test four proposed hypotheses.
The results of hypotheses revealed that there was an impact between attitudes toward helmet use and perceived importance of functional needs, but this relationship depended on the level of expressive needs, aesthetic needs, and helmet usage. The typical impact of functional needs on attitudes toward helmet use was positive (slope = .013) when all variables were at their respective means (Hypothesis 1). Hypothesis 2 tested to see if there was an impact between attitudes toward helmet use and perceived importance of expressive needs, but again, this relationship depended on the level of functional needs and helmet usage. The typical impact of expressive needs on attitudes toward helmet use was positive (slope = .014) when all variables were at their respective means. Similarly, the impact between attitudes toward helmet use and the perceived importance of aesthetic needs was dependent on the level of functional needs and helmet usage. The impact of aesthetic needs on attitudes toward helmet use was typically negative (slope = -.012) when all variables were at their respective means (Hypothesis 3). Finally, Hypothesis 4 looked at the impact between attitudes toward helmet use and the perceived importance of regulatory needs. Unlike the other three hypotheses, this relationship did not depend on any other variables. The impact of regulatory needs on attitudes toward helmet use was positive, and the strength of association was .010. Although hypothesis 1-3 were substantially supported, and hypothesis 4 was fully supported, from a statistical point of view, the interaction effects between the independent variables (i.e., FEA needs) and the covariate (i.e., helmet usage) limit the findings, so we can not really state that the hypotheses were supported.
However, based on information obtained from the respondents in this study, the application of a FEAR needs assessment of snowboarding helmets could help to enhance the overall performance of snowboarders. In other words, the improvement of helmet functionality, expressive qualities, aesthetic attributes and regulatory needs would provide a more enjoyable snow activity to participants. Thus, the conceptual framework of the perceived importance of FEAR needs would be acceptable to understand the attitudes toward helmet use among snowboarders.
Advisors/Committee Members: Schofield-Tomschin, Sherry (committeechair), Williams, Jay H. (committee member), Miyazaki, Yasuo (committee member), Kincade, Doris H. (committee member), Mullet, Kathy K. (committee member).
Subjects/Keywords: Snowboarding Helmet Use; Snowboarders; Attitudes; FEAR Needs
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chae, M. (2006). The Development of a Conceptual Framework for Identifying Functional, Expressive, Aesthetic, and Regulatory Needs for Snowboarding Helmets. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29694
Chicago Manual of Style (16th Edition):
Chae, Myung-Hee. “The Development of a Conceptual Framework for Identifying Functional, Expressive, Aesthetic, and Regulatory Needs for Snowboarding Helmets.” 2006. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/29694.
MLA Handbook (7th Edition):
Chae, Myung-Hee. “The Development of a Conceptual Framework for Identifying Functional, Expressive, Aesthetic, and Regulatory Needs for Snowboarding Helmets.” 2006. Web. 01 Mar 2021.
Vancouver:
Chae M. The Development of a Conceptual Framework for Identifying Functional, Expressive, Aesthetic, and Regulatory Needs for Snowboarding Helmets. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/29694.
Council of Science Editors:
Chae M. The Development of a Conceptual Framework for Identifying Functional, Expressive, Aesthetic, and Regulatory Needs for Snowboarding Helmets. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/29694

Virginia Tech
29.
Awuor, Risper Akelo.
Effect of Unequal Sample Sizes on the Power of DIF Detection: An IRT-Based Monte Carlo Study with SIBTEST and Mantel-Haenszel Procedures.
Degree: PhD, Educational Leadership and Policy Studies, 2008, Virginia Tech
URL: http://hdl.handle.net/10919/28321
► This simulation study focused on determining the effect of unequal sample sizes on statistical power of SIBTEST and Mantel-Haenszel procedures for detection of DIF of…
(more)
▼ This simulation study focused on determining the effect of unequal sample sizes on statistical power of SIBTEST and Mantel-Haenszel procedures for detection of DIF of moderate and large magnitudes. Item parameters were estimated by, and generated with the 2PLM using WinGen2 (Han, 2006). MULTISIM was used to simulate ability estimates and to generate response data that were analyzed by SIBTEST. The SIBTEST procedure with regression correction was used to calculate the DIF statistics, namely the DIF effect size and the statistical significance of the bias. The older SIBTEST was used to calculate the DIF statistics for the M-H procedure. SAS provided the environment in which the ability parameters were simulated; response data generated and DIF analyses conducted. Test items were observed to determine if a priori manipulated items demonstrated DIF. The study results indicated that with unequal samples in any ratio, M-H had better Type I error rate control than SIBTEST. The results also indicated that not only the ratios, but also the sample size and the magnitude of DIF influenced the behavior of SIBTEST and M-H with regard to their error rate behavior. With small samples and moderate DIF magnitude, Type II errors were committed by both M-H and SIBTEST when the reference to focal group sample size ratio was 1:.10 due to low observed statistical power and inflated Type I error rates.
Advisors/Committee Members: Skaggs, Gary E. (committeechair), Alexander, M. David (committee member), Deater-Deckard, Kirby (committee member), Miyazaki, Yasuo (committee member), Wolfe, Edward W. (committee member).
Subjects/Keywords: Monte Carlo simulation; combination ratios; sample size; nominal p-value; DIF detection; DIF magnitude; statistical power; differential item functioning
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Awuor, R. A. (2008). Effect of Unequal Sample Sizes on the Power of DIF Detection: An IRT-Based Monte Carlo Study with SIBTEST and Mantel-Haenszel Procedures. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28321
Chicago Manual of Style (16th Edition):
Awuor, Risper Akelo. “Effect of Unequal Sample Sizes on the Power of DIF Detection: An IRT-Based Monte Carlo Study with SIBTEST and Mantel-Haenszel Procedures.” 2008. Doctoral Dissertation, Virginia Tech. Accessed March 01, 2021.
http://hdl.handle.net/10919/28321.
MLA Handbook (7th Edition):
Awuor, Risper Akelo. “Effect of Unequal Sample Sizes on the Power of DIF Detection: An IRT-Based Monte Carlo Study with SIBTEST and Mantel-Haenszel Procedures.” 2008. Web. 01 Mar 2021.
Vancouver:
Awuor RA. Effect of Unequal Sample Sizes on the Power of DIF Detection: An IRT-Based Monte Carlo Study with SIBTEST and Mantel-Haenszel Procedures. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10919/28321.
Council of Science Editors:
Awuor RA. Effect of Unequal Sample Sizes on the Power of DIF Detection: An IRT-Based Monte Carlo Study with SIBTEST and Mantel-Haenszel Procedures. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/28321
.