Parenting Style, Frequency of Electronic Communication with Parents, and the Development of Independence in First Year, First Semester College Students

Parenting Style, Frequency of Electronic Communication with Parents, and the Development of Independence in First Year, First Semester College Students

Date: August 2015
Creator: Etheridge, Lauri McAfee
Description: During the transition to college, emerging adults are expected to develop independence and increase individual responsibility as they live away from home for the first time. Modern electronic communication has enabled emerging adults to maintain frequent, daily contact with the parent, a pattern of communication Hofer refers to as an “electronic tether.” This study examined the link between parenting style and the development of independence of first year, first semester college students. Although these students were in frequent contact with their designated parent, no correlation between frequency of communication and parenting style or independence was found. Both authoritative and helicopter parenting significantly positively predicted attitudinal independence. However, permissive parenting functioned as a significant negative predictor. Authoritarian, permissive, and helicopter parenting significantly positively predicted conflictual independence. However, authoritative parenting functioned as a significant negative predictor. Both authoritative and helicopter parenting significantly positively predicted emotional and functional independence.
Contributing Partner: UNT Libraries
Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention

Exploring General Education Pre-service Teachers’ Levels of Concern Regarding the Implementation of Response to Intervention

Date: August 2013
Creator: Barrio Renteria, Brenda Leticia
Description: Schools are increasingly challenged to respond to educational initiatives, implement accountability measures, and incorporate standards-driven curriculum changes introduced by laws such as the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. IDEIA signified a shift in the field of education and intensified practitioners’ concerns about the identification and instruction of students with learning disabilities (LD). The revisions to IDEIA proposed alternative models for the evaluation and identification of students with LD, such as response to intervention (RTI). RTI is an educational framework that supports students at-risk for academic failure by focusing on preventative measures. As teachers’ roles evolve in response to innovations such as RTI, teacher preparation programs must adjust their focus and curriculum accordingly. A parallel mixed-methods design was used to explore 100 general education pre-service teachers’ levels of concern regarding the implementation of RTI based on the concerns based adoption model. The sample for the study integrated general education pre-service teachers enrolled in professional development schools (PDS) at two levels of candidacy, PDS1 and PDS2. Data collected was analyzed utilizing canonical correlation analysis (CCA), multivariate analysis of variance (MANOVA), descriptive statistics, and thematic analysis. Results explain general education pre-service teachers’ levels of knowledge had a negative relationship ...
Contributing Partner: UNT Libraries
Construct Validation of the Social-Emotional Character Development Scale in Belize: Measurement Invariance Through Exploratory Structural Equation Modeling

Construct Validation of the Social-Emotional Character Development Scale in Belize: Measurement Invariance Through Exploratory Structural Equation Modeling

Date: August 2014
Creator: Hinerman, Krystal M.
Description: Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.
Contributing Partner: UNT Libraries
Moral Judgment and Digital Piracy: Predicting Attitudes, Intentions, and Behaviors Regarding Digital Piracy Using a Modified Version of the Defining Issues Test

Moral Judgment and Digital Piracy: Predicting Attitudes, Intentions, and Behaviors Regarding Digital Piracy Using a Modified Version of the Defining Issues Test

Date: December 2015
Creator: Wang, Jie
Description: Digital piracy, the illegal copying or downloading of copyrighted digital products without approval from the copyright holders, has brought great economic loss to the software and digital media industries. Previous studies using moral developmental theory have not found consistent relationships between moral judgment and attitudes towards digital piracy. While some researchers have developed individual test items to assess relationships between moral judgment and attitudes toward digital piracy, others have relied on the Defining Issues Test (DIT). However, in that the DIT represents a general measure of moral judgment based on broad social issues, it, too, may not adequately assess an individual’s reasoning specific to issues regarding digital piracy. The purpose of this study was to create a reliable instrument (i.e., DP-DIT) modeled after the DIT designed to assess moral judgment regarding digital piracy as well as to examine and compare the ability of both DP-DIT and DIT2-short to predict attitudes, intentions and behaviors regarding digital piracy of college students. Results indicated the reliability of both the DIT2-short and the DP-DIT were discounted, quite likely due to the small number of stories contained in each. DP-DIT appeared to have greater predictive ability due to its advantage in predicting attitudes toward digital ...
Contributing Partner: UNT Libraries