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You searched for id:"oai:digitalcommons.usu.edu:etd-8639". One record found.

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Utah State University

1. DeBruler, Amy L. The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population.

Degree: Educational Specialist (EdS), Psychology, 2019, Utah State University

College students who are from low income families, have disabilities, or are the first in their family to attend college are more likely to struggle socially and academically in a college setting. Promoting college graduation within these disadvantaged populations is critical for increased life wellness. Previous researchers studied to see if when students wrote about their personal beliefs if it would lead to higher levels of academic confidence and better academic performance (as measured by grades). This study expanded upon those previous studies to look specifically at whether a values-affirming writing intervention provided to at risk students in a federally funded college opportunity program would affect academic confidence, semester math grades, and overall semester academic performance (as measured by GPA). While there was no impact on semester math grades or overall semester academic performance, the values-affirming writing intervention did benefit students’ academic confidence. This study suggests more research on writing about personal beliefs within a federally funded college opportunity program may be beneficial in identifying methods of improving retention rates and college degree attainment for certain populations of at-risk students. A values-affirming intervention for at-risk students may be one protective factor universities can implement to help these students succeed. Advisors/Committee Members: Gretchen Gimpel Peacock, Melanie M. Domenech Rodríguez, Maryellen McClain Verdoes, ;.

Subjects/Keywords: Self-Efficacy; Student Support Services; First Generation; Low SES; Disability; Education; Psychology

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

APA (6th Edition):

DeBruler, A. L. (2019). The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7507

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

Chicago Manual of Style (16th Edition):

DeBruler, Amy L. “The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population.” 2019. Thesis, Utah State University. Accessed June 24, 2019. https://digitalcommons.usu.edu/etd/7507.

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

MLA Handbook (7th Edition):

DeBruler, Amy L. “The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population.” 2019. Web. 24 Jun 2019.

Vancouver:

DeBruler AL. The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population. [Internet] [Thesis]. Utah State University; 2019. [cited 2019 Jun 24]. Available from: https://digitalcommons.usu.edu/etd/7507.

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

Council of Science Editors:

DeBruler AL. The Use of a Values Affirming Intervention: Does It Impact Math Scores and Semester Grade Point Averages in a Student Support Services Population. [Thesis]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7507

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

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