The role of motivational systems in community service involvement : initiating and sustaining factors and quality of experience /

Community service participation can have a positive impact on development, especially for youth. Although researchers have found positive outcomes, there has been a notable decline in youth participation over the past few years (Statistics Canada, 2000). Given the positive outcomes and current decline, it has been argued that youth should be encouraged to get involved in service activities. In the present study, quantitative and qualitative data were collected to determine factors that would help youth to initiate and sustain service, along with examining the quality of their experience. Eighty-two university undergraduate students (23 men), ranging in age from 17-20 years completed a 60-minute self-report questionnaire. Initiating and sustaining factors, motivational systems (similar to approach and avoidance dimensions), activity dimensions {Structure, Supportive Social Environment), quality of experience {Positive, Stress-Challenge), and future intention to participate in community service were measured. Eight participants also completed a 20-minute telephone interview to complement and expand on the quantitative data collected. Some initiating and sustaining factors were specific to individuals higher on the avoidance dimension, while others were relevant to those higher on the approach dimension. Several factors also were important to individuals regardless of their motivational system orientation. Positive quality of experience was related positively to experiencing a supportive social environment. In addition, women rated their community service as more positive than did men. A predicted interaction between the avoidance dimension and Structure in predicting positive quality of experience was not supported; however, positive quality of experience was predicted by the interaction of the approach dimension and Structure. A tested interaction between the avoidance dimension and Supportive Social Environment in predicting positive quality of experience was not supported. Similarly, a predicted interaction between the approach dimension and Supportive Social Environment in predicting positive experience quality was not supported. However, Supportive Social Environment was positively related to positive quality of experience. No support was found for a mediational role for positive quality of experience or stress-challenge quality of experience in exploring the relation between motivational orientation and fiiture intention to engage in service activities. The results of this study suggest that participating in a service environment that is supportive and provides the opportunity for social interactions with others would promote positive quality of experience and help youth sustain involvement. Thus, to help youth have positive experiences and to remain active in service, it is important for service agencies to promote these types of environments. In addition, some initiating and sustaining factors were specific to youth higher on the avoidance dimension and some were relevant to youth higher on the approach dimension. Therefore, service agencies may need to consider using different recruitment and retention strategies, depending on the type of youth they wish to recruit.

Exploring exploration : career identity development and temperment /

Career identity exploration is a central component of the lives of undergraduate university students. Although students are encouraged to explore, it is unclear whether different methods of exploration are better suited for certain individuals. In the present study, quantitative data were collected to examine the relationship between shyness and various methods of exploration. Two hundred fifty-seven university undergraduate students (29 male), ranging in age from 17-25 years completed a 60-minute self-report questionnaire. Shyness, identity, identity distress, subjective dimensions of exploration (satisfaction with exploration, reasons for not exploring, helpfulness of exploration methods), foci of exploration (non-social, social, self, and environmental), approaches to exploration (breadth, depth), and moderating variables (social support, sociability) were measured. Shyness was positively correlated with moratorium (high exploration, low commitment) and uncorrelated with the other identity statuses. Shyness was also positively correlated with identity distress, and a predicted interaction between shyness and identity diffusion predicting career identity distress was supported. Shyness was negatively correlated with satisfaction with amount of exploration engaged in to-date. In addition, shyness was correlated with the likelihood of selecting too stressful and too anxiety provoking as reasons for engaging in less exploration than one would like. Expected relationships between shyness and beliefs about, and engagement in, various methods of exploration were largely non-significant. Exceptions to this were the negative correlations between shyness and engagement in social exploration, and beliefs about the helpfulness of social self-exploration, both of which were significant at a trend level. A predicted interaction between shyness and social support predicting total social exploration was supported, showing that high social support buffers the negative relationship between shyness and exploration; such a moderating relationship did not exist, however, between sociability, shyness and social exploration. Results suggest that although shy university students are engaged in career exploration, they are experiencing feelings of distress and dissatisfaction with their career identity exploration and development. Thus, to help shy students become successfiil in their exploration, it is important for counsellors, family members, and peers to be aware of the feelings the individuals are experiencing and help them reduce the anxiety and stress associated with the exploration process. One promising method, supported by the results in this study, is by encouraging shy individuals to explore with social support.

An exploratory descriptive study of factors influencing students to seek or not to seek personal counselling on a college of applied arts and technology campus located in Southern Ontario /

This descriptive-exploratory study examined factors which were perceived by students at a College of Applied Arts and Technology (CAAT) campus as influencing them in choosing to come or not to come for personal counselling and why they would or would not retum. A total of 250 students selected through a sample of convenience were surveyed. A questionnaire survey was conducted with quantitative data collected using a 4-point, forced-choice Likert scale and yes/no questions and qualitative data collected using open-ended questions and invited comments. The responses were analyzed using means and modes for the Likert responses and percentages for the yes/no and check-off questions. The narrative responses were subjected to content analysis to identify themes. The mean score findings on factors influencing students to come for personal counselling were at or close to the mid- point of 2.5. Personal distress was the only variable found to have a negative response, meaning students would not come to counselling if they were in personal distress. On factors that would keep them from choosing to come to counselling, students seemed to trust counsellors and feel accepted by them and rejected the notion that peer pressure or the first session being unhelpful would keep them away from counselling. The counsellor's relationship with the student is the major determinant for repeat sessions. When asked what factors would influence students to not retum for personal counselling, students rejected the variables of peer pressure, the extra time needed for counselling, and not getting what they wanted in a session, but, in one instance, indicated that variables regarding the counselling relationship would keep them from returning.

Exploring the potential of early identification and intervention within a college of applied arts

This study probed for an answer to the question, "How do you identify as early as possible those students who are at risk of failing or dropping out of college so that intervention can take place?" by field testing two diagnostic instruments with a group of first semester Seneca College Computer Studies students. In some respects, the research approach was such as might be taken in a pilot study. Because of the complexity of the issue, this study did not attempt to go beyond discovery, understanding and description. Although some inferences may be drawn from the results of the study, no attempt was made to establish any causal relationship between or among the factors or variables represented here. Both quantitative and qualitative data were gathered during. four resea~ch phases: background, early identification, intervention, and evaluation. To gain a better understanding of the problem of student attrition within the School of Computer Studies at Seneca College, several methods were used, including retrospective analysis of enrollment statistics, faculty and student interviews and questionnaires, and tracking of the sample population. The significance of the problem was confirmed by the results of this study. The findings further confirmed the importance of the role of faculty in student retention and support the need to improve the quality of teacher/student interaction. As well, the need __f or ~~ills as~e:ss_~ent foll,,-~ed }JY supportiv e_c_ounsell~_I'l9_ ~~d_ __ placement was supported by the findings from this study. strategies for reducing student attrition were identified by faculty and students. As part of this study, a project referred to as "A Student Alert project" (ASAP) was undertaken at the School of Computer Studies at Seneca College. Two commercial diagnostic instruments, the Noel/Levitz College Student Inventory (CSI) and the Learning and Study Strategies Inventory (LASSI), provided quantitative data which were subsequently analyzed in Phase 4 in order to assess their usefulness as early identification tools. The findings show some support for using these instruments in a two-stage approach to early identification and intervention: the CSI as an early identification instrument and the LASSI as a counselling tool for those students who have been identified as being at risk. The findings from the preliminary attempts at intervention confirmed the need for a structured student advisement program where faculty are selected, trained, and recognized for their advisor role. Based on the finding that very few students acted on the diagnostic results and recommendations, the need for institutional intervention by way of intrusive measures was confirmed.

The impact of meaningfulness of and responsibility for work on the relationships among work values, organizational commitment, and job satisfaction for part- time faculty in a community college

One hundred and thirty four subjects participated in this survey. Quantitative data were obtained and correlational analyses were used to test a model to study the relationships among the achievement of work values and organizational commitment and job satisfaction and to identify the moderating effects of the meaningfulness of work and responsibility for work on these relationships. Part-time faculty in the Faculty of Continuing Education of a community college were mailed a questionnaire on all the variables of the model. Several reliable, valid instruments were used to test the variables. Data analysis through Pearson correlation and stepwise multiple regression analyses revealed that the achievement of the work values of recognition and satisfaction with promotions did predict organizational commitment and job satisfaction, although the moderating effects of the meaningfulness of work and responsibility for work was not supported in this study. This study suggests that the revised model may be used for determining the relationships between the achievement of work values and organizational commitment and job satisfaction in a community college setting.

Exploring the potential of early identification and intervention within a college of applied arts

This study probed for an answer to the question, "How do you identify as early as possible those students who are at risk of failing or dropping out of college so that intervention can take place?" by field testing two diagnostic instruments with a group of first semester Seneca College Computer ,Studies students. In some respects, the research approach was such as might be taken in a pilot study_ Because of the complexity of the issue, this study did not attempt to go beyond discovery, understanding and description. Although some inferences may be drawn from the results of the study, no attempt was made to establish any causal relationship between or among the factors or variables represented here. Both quantitative and qualitative data were gathered during four resea~ch phases: background, early identification, intervention, and evaluation. To gain a better understanding of the problem of student attrition within the School of Computer Studies at Seneca College, several methods were used, including retrospective analysis of enrollment statistics, faculty and student interviews and questionnaires, and tracking of the sample population. The significance of the problem was confirmed by the results of this study. The findings further confirmed the importance of the role of faculty in student retention and support the need to improve the quality of teacher/student interaction. As well, the need for skills assessmen~-followed by supportive counselling, and placement was supported by the findings from this study. strategies for reducing student attrition were identified by faculty and students. As part of this study, a project referred to as "A Student Alert Project" (ASAP) was undertaken at the School of Computer Studies at Seneca college. Two commercial diagnostic instruments, the Noel/Levitz College Student Inventory (CSI) and the Learning and Study Strategies Inventory (LASSI), provided quantitative data which were subsequently analyzed in Phase 4 in order to assess their usefulness as early identification tools. The findings show some support for using these instruments in a two-stage approach to early identification and intervention: the CSI as an early identification instrument and the LASSI as a counselling tool for those students who have been identified as being at risk. The findings from the preliminary attempts at intervention confirmed the need for a structured student advisement program where faculty are selected, trained, and recognized for their advisor role. Based on the finding that very few students acted on the diagnostic results and recommendations, the need for institutional intervention by way of intrusive measures was confirmed.

Identifying language needs of ESL students in a Canadian university based intensive English language program

This study investigated the needs of adult ESL learners intending to pursue higher education in Canada. Its chief purpose was to enable educators and administrators to design ESL programs that would prepare students to function at optimal levels in academic and social settings during their university studies. The study adopted a mixed research method that was predominantly qualitative in its orientation and narrative in its implementation. It focused on an Intensive English Language Program (IELP) offered at an Ontario university. Using a holistic approach, the study sought to represent the various perspectives of all the participants in the program: the students, the instructors, and the administrators. Analysis of both qualitative and quantitative data gathered from 17 students, 6 instructors, and 1 administrator in the IELP showed that to a large extent the academic needs ofESL learners in the IELP were generally not being met. Most notably, the study found that learners were not receiving sufficient training in speaking and listening skills, a factor that contributed to their sense of insecurity and lack of confidence in their ability to communicate successfully in academic and social settings. The study also revealed that the solutions to many of the problems it identified lay not in the classroom but in the way the ESL program was structured administratively. One major recommendation to come out of the study is that programs like the IELP should be restructured so as to give them greater flexibility in meeting individual needs. While the study labored under certain limitations and did not achieve all of its goals, it did succeed in creating awareness ofthe problems and in establishing a methodological approach that can serve as a framework within which future research may be conducted in this somewhat neglected area.

Academic advising, eh : a profile of undergraduate academic advising at Ontario universities

Despite its importance to postsecondary students' success, there is little known about academic advisement in Canada. Academic advising can be a very intensive and demanding job, yet it is not well understood what duties or student populations of advising make it so. On a practical level, this study sought to learn more about academic advisement in Ontario universities and provide a general overview of who advisors are and what they do. This study also investigated academic advising duties and time allocation for these responsibilities in an attempt to relate theory to practice incorporating Vilfredo Pareto's theoretical underpinnings to confirm or negate the applicability of the Pareto Principle in relationship to time utilization by advisors. Essentially this study sought to discover which students require the greatest advisement time and effort, and how advisors could apply these findings to their work. Academic advising professionals in Ontario universities were asked to complete a researcher-designed electronic survey. Quantitative data from the responses were analyzed to describe generalized features of academic advising at Ontario universities. Discussion and implications for practice will prompt advisors and institutions using the results of this study to measure themselves against a provincial assessment. Advisors' awareness of time allocation to different student groups can help focus attention where new strategies are needed to maximize time and efforts. This study found that caseload and time spent with student populations were proportional. Regular undergraduate students accounted for the greatest amount of caseload and time followed by working with students struggling academically. This study highlights the need for further evaluation, education, and research in academic advising in Canadian higher education.

Violent Video Game Playing, Moral Reasoning, and Attitudes Towards Violence in Adolescents: Is There a Connection?

In this study of 109 adolescents from the eighth grade of seven public elementary schools in Ontario, the relationship among adolescents’ violent video game playing patterns, habits and attitudes, their levels of moral reasoning, and their attitudes towards violence in real life was investigated. In addition, gender differences were addressed. The mixed-methodology was employed combining qualitative and quantitative data. The research results confirmed that playing video games in general is a very popular activity among those adolescents. Significant negative relationship was found between adolescents’ amount of time playing violent video games during the day and their scores on The Sociomoral Reflection Measure. Significant difference was also found between adolescents who play violent video games and those who do not play violent video games on their scores on The Attitudes Towards Violence Scale. Boys and girls significantly differed in the amount of playing video games during the day, the reasons for playing video games, their favourite video game choices, and their favourite video game character choices. Boys and girls also significantly differed on their choices of personality traits of selected video game characters, the identification with video game characters, and their mood experiences while playing video games. The findings are put into the educational context and the context of normal development, and suggestions are given for parents, for educators, and for future violent video game research.

Peer-Led Team Learning as an Instructional Strategy for Secondary School Science

This study investigated the impact of an instructional learning strategy, peer-led team learning (PLTL), on secondary school students' conceptual understanding of biology concepts related to the topic of evolution. Using a mixed methods approach, data were gathered quantitatively through pre/posttesting using a repeated measures design and qualitatively through observations, questionnaires, and interviews. A repeated measures design was implemented to explore the impact of PLTL on students' understanding of concepts related to evolution and students' attitudes towards PLTL implementation. Results from quantitative data comparing pre/posttesting were not able to be compared through inferential statistics as a result of inconsistencies in the data due to a small sample size and design limitations; however, qualitative data identified positive attitudes towards the implementation of PLTL, with students reporting gains in conceptual understanding, academic achievement, and interdependent work ethic. Implications of these findings for learning, teaching, and the educational literature include understanding of student attitudes towards PLTL and insight into the role PLTL plays in improving conceptual understanding of biology concepts. Strategies are suggested to continue further research in the area of PLTL.

Reading Rocks Junior: A Mixed-Methodological Study of the Efficacy and Accessibility of an Emergent Literacy Intervention

This thesis explored early literacy development in young vulnerable readers. More specifically, this thesis examined an emergent literacy program called Reading Rocks Junior offered by the Learning Disabilities Association of Niagara Region to children four- to six-years of age living in low socioeconomic status communities. Three methodologies were combined to create a rich and complete picture of an effective and accessible literacy program. First of all, a description of the Reading Rocks Junior program is outlined. Secondly, quantitative data that was collected pre- and post- program was analyzed to demonstrate achievement gains made as a result of participating in the program. Finally, qualitative interviews with the program coordinator, the convener of the agency that funded Reading Rocks Junior and three parents whose children participated in the program were analyzed to determine the contextual factors that make Reading Rocks Junior a success.

Exploring the Current State of Grades 4 to 8 Science Education in Ontario

This study sought to explore the current state of Grades 4 to 8 science education in Ontario from the perspective of Junior/Intermediate (J/I) teachers. The study’s methodology was a sequential 2-phased mixed methods explanatory design denoted as QUAN (qual)  qual. Data were collected from an online survey and follow-up interviews. J/I teachers (N = 219) from 48 school boards in Ontario completed a survey that collected both quantitative and qualitative data. Interviewees were selected from the survey participant population (n = 6) to represent a range of teaching strategies, attitudes toward teaching science, and years of experience. Survey and interview questions inquired about teacher attitudes toward teaching science, academic and professional experiences, teaching strategies, support resources, and instructional time allotments. Quantitative data analyses involved the descriptive statistics and chi-square tests. Qualitative data was coded inductively and deductively. Academic background in science was found to significantly influence teachers’ reported level of capability to teach science. The undergraduate degrees held by J/I science teachers were found to significantly influence their reported levels of capability to teach science. Participants identified a lack of time allocated for science instruction and inadequate equipment and facilities as major limitations on science instruction. Science in schools was reported to be of a “second-tiered” value to language and mathematics. Implications of this study include improving undergraduate and preservice experiences of elementary teachers by supporting their science content knowledge and pedagogical content knowledge.

The Demonstration Effect of Hosting a Major Games: A Case Study of Figure Skating and the Vancouver 2010 Olympic Winter Games

Developed by Hindson, Gidlow, and Peebles (1994), the trickle-down effect and more specifically, the demonstration effect, are based on the idea that performances of a host nation’s athletes will inspire the population to become active in sport. The Vancouver 2010 Olympic Winter Games presented an opportunity for Canadian sport organizations to promote sport participation. The purpose of this study was to determine if the demonstration effect occurred in Canada, and determine the reasons why or why not. The sport of figure skating was selected. Quantitative data were collected from Skate Canada on club membership rates from 2003 to 2013. Results showed small increases in participation, however there was little change following the Vancouver 2010 Olympic Winter Games. Qualitative data showed that already active sport participants became more active, following these Games. The findings demonstrate that the demonstration effect occurred, however only for a select group of individuals.

Investigating Formative Assessment: Exploring the Impact on the Self-Efficacy and Motivation of Mathematics Students

This is a study of the implementation and impact of formative assessment strategies on the motivation and self-efficacy of secondary school mathematics students. An explanatory sequential mixed methods design was implemented where quantitative and qualitative data were collected and analyzed sequentially in 2 different phases. The first phase involved quantitative data from student questionnaires and the second phase involved qualitative data from individual student and teacher interviews. The findings of the study suggest that formative assessment is implemented in practice in diverse ways and is a process where the strategies are interconnected. Teachers experience difficulty in incorporating peer and self-assessment and perceive a need for exemplars. Key factors described as influencing implementation include teaching philosophies, interpretation of ministry documents, teachers’ experiences, leadership in administration and department, teacher collaboration, misconceptions of teachers, and student understanding of formative assessment. Findings suggest that overall, formative assessment positively impacts student motivation and self-efficacy, because feedback is provided which offers encouragement and recognition by highlighting the progress that has been made and what steps need to be taken to improve. However, students are impacted differently with some considerations including how students perceive mistakes and if they fear judgement. Additionally, the impact of formative assessment is influenced by the connection between self-efficacy and motivation, namely how well a student is doing is a source of both concepts.