Theses and Dissertations from UMD
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New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
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Item EXAMINING THE RELATION BETWEEN STUDENT EXPECTANCY-VALUE MOTIVATION, ACHIEVEMENT IN MIDDLE-SCHOOL PHYSICAL EDUCATION, AND AFTER-SCHOOL PHYSICAL ACTIVITY PARTICIPATION(2009) Zhu, Xihe; Chen, Ang; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The expectancy-value theory (Eccles et al., 1983) explains that student motivation is primarily determined by one's expectancy-beliefs, task values, and perception of the task, and that these factors directly influence student achievements and behavior choices. Based on the expectancy-value theory, the purpose of this study sought to unravel the relation among middle-school students' expectancy-value motivation, achievement in physical education, and after-school physical activity participation. Participants consisted of 854 sixth, seventh, and eighth grade students in 13 schools from a large metropolitan school district. Students' expectancy-value motivation was measured using the expectancy-value questionnaire; achievements in physical education was measuring using pre-posttest on psychomotor skill (including badminton striking and basketball dribbling skills) and fitness knowledge; after-school physical activity participation data were collected using three-day Physical Activity Recall. Data were analyzed both quantitatively using inferential statistics and structural equation modeling, and qualitatively using open coding approach. The results of the study suggested that middle-school students' expectancy beliefs and task values were relatively high (~4 on a 5-point scale) and their psychomotor skill (i.e., badminton striking skill) and fitness knowledge significantly improved in physical education over the academic year. Further analyses using structural equation modeling revealed that students' expectancy beliefs significantly predicted their psychomotor achievement, which in turn predicted their after-school physical activity participation. The model explained about 14.6% of variance in psychomotor achievement and 3.3% in students' after-school physical activity participation. Cost is a critical component in the expectancy-value theory. All three dimensions of cost conceptualized by Eccles et al. (1983) were identified in the data. Students' cost conceptions were found associated with task values, not with expectancy beliefs and achievements. Despite the cost, most of the students expressed high willingness to attend physical education for motivational purposes and health benefits from physical activities. The findings of this study imply that students tend to have high expectancy-value motivation in physical education. The motivation is likely to have small but significant predication of psychomotor skill improvement; which, in turn, related with after-school physical activity participation.Item THE ROLE OF TRUST AND CARE IN THE IMPLEMENTATION OF A SOCIAL CONSTRUCTIVIST CURRICULUM IN PHYSICAL EDUCATION(2009) Tolley, Christina Ballard; Ennis, Catherine D; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Social constructivism centers on the belief that social interaction is paramount to effective and meaningful learning. This study examined how trusting and caring teacher-student and student-student relationships influenced students' willingness and ability to learn in a social constructivist physical education curriculum. Data were collected through student interviews and focus groups, observations (teacher log), student member checks, and independent observations. Data were analyzed using open, axial, and selective coding consistent with the ethnographic research design. The findings suggested that students' willingness and ability to learn were positively influenced through the implementation of the social constructivist curriculum Teaching Games for Understanding (TGfU). Specifically, this was achieved through the classroom environment that facilitated students' perceptions of a trusting and caring teacher, contributing to more open and honest student relationships. These factors could be interpreted as an integrated spiral that contributed to teacher and student trust and care.Item Sixth grade students' mental models of physical education concepts: A Framework Theory perspective(2008-11-19) Bonello, Marina; Ennis, Dr. Catherine; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Framework Theory of Conceptual Change (FTCC) is the prevailing theoretical approach guiding current thought and research into the contextualized development of students' mental models. In FTTC Vosniadou (1994) theorized the role academic beliefs and social and contextual variables play in model development. Physical education scholars have not yet applied FTCC to an examination of students' fitness conceptions and little is known about the role academic beliefs play in knowledge development. The purpose of this dissertation was to apply FTCC to an examination of students' mental models of fitness concepts. I conducted a descriptive study using an ethnographic research design to examine the contextualized development of students' mental models. Participants included one class of sixth-grade students and their teachers at two middle schools. Student data (n=18) were collected using written questionnaires and interviews. Additionally, I collected contextual data through document collection, physical education (n=2) and science teacher (n=1) interviews, and field observations of the physical education lessons conducted at the respective schools. In the first analysis, I identified five generic mental models based upon diverse configurations in students' naive theories to explain exercise induced physical changes. Findings suggested students' diverse explanations reflected the inherent complexity of the concept. The emerging coherence of students' perspectives towards scientific views is gradual. Developing sophisticated conceptions entails developmental, applicational, and integrated processes that evolve into complex relational conceptions. In the second analysis, I identified three mental models students used to explain the concept of intensity and it's relation to other elements in the FITT principle. In contrast to previous research, all 18 students within this study were familiar with the concept of intensity and the FITT principle. Students' explanations were diverse and reflected variations in their conceptual transitions from a holistic elementary school level conception of FITT and intensity. The diverse models reflected students' purposeful and creative attempts to seek coherence and make interdisciplinary and multi-sensory connections. A myriad of variables appeared to interact to facilitate and sometimes limit students' mental models, including school support, language and tool support, and teachers' values and beliefs about teaching, fitness, and student learning.Item Middle School Students' Learning and Motivation: A Self-determination Perspective(2007-08-28) sun, haichun; Chen, Ang; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Self-determination theory (SDT) explains human motivation by focusing on the importance of motivational regulation based on three basic needs: the needs for competence, autonomy, and relatedness. SDT, when applied in education, emphasizes helping learners internalize extrinsic motivation so as to regulate their learning behavior from an amotivation state to intrinsic motivation. Guided by self-determination theory, the dissertation study was designed for two major purposes: (a) examining the inter-relationships of the components in the self-regulation model to verify its tenability in motivating middle school learners in physical education, and (b) identifying the contribution of the self-regulated motivations to knowledge and skill learning in physical education. Two separate studies were conducted to answer the research questions. In Study 1, 297 sixth grade students from 15 randomly selected middle schools provided need satisfaction and self-regulated motivation data for a two-step structural equation modeling analysis. The results indicated that students' satisfaction of autonomy and competence accounted for a large portion of variability in intrinsic motivation and in identified regulation. Satisfaction of autonomy also contributed to introjected regulation. Satisfaction of any of the needs did not contribute to the external regulation. It was also found that individuals who exhibited satisfaction in competence need lessened amotivation. Unexpectedly, it was found that satisfying the need for relatedness is likely to lead students to becoming amotivated in physical education. In Study 2, 242 participants provided data on SDT components and their learning on health related fitness knowledge and two motor skills determined using a pre- and post-assessment research design. Descriptive statistics showed that students were motivated but learned little. Subsequent structural equation modeling analyses revealed that extrinsic motivation and intrinsic motivation did not contribute to knowledge and skill achievement and amotivation impeded knowledge learning. The findings imply that when competence-based learning achievement is absent, learners can be motivated but do not achieve what they are expected to achieve. The findings provide theoretical insights to developing a constructivist learning environment to direct students' motivation toward learning in physical education and strongly suggest that a curriculum reform in physical education is needed to strengthen competence-based learning (knowledge and skill growth).Item A DESCRIPTION OF MOVEMENT-BASED PROGRAMS FOR PRESCHOOL CHILDREN AGES 3-5(2004-05-05) Robertson, Martha Bratton; Ennis, Catherine D; KinesiologyThis research examined how movement companies serving children ages 3-5 implemented critical pedagogical components suggested in the NASPE Standards for Preschool programs. The participants were directors and teachers of three companies who traveled to daycare settings. Three data collection methods, observation, documentation analysis, and interviews, were used to describe program philosophy and content scope and sequence as implemented and compare them with current best practices for this age group. Data were analyzed using open, axial, and selective coding. Findings suggested that none of the program directors or teachers was aware of the NASPE Standards. Programs varied according to type and degree of teacher training and beliefs. These two factors influenced teachers’ ability to provide effective programs and empower students to make decisions and solve problems creatively. Although all teachers reported feelings of empowerment, they varied in their willingness and ability to empower preschool children.Item GAMES FOR UNDERSTANDING : A CONSTRUCTIVIST CURRICULUM THAT PROMOTES GENDER EMPOWERMENT(2004-05-03) Bradley, AnneMarie Egtved; Ennis, Catherine D; KinesiologyAccording to constructivist theories, learning must be meaningful and actively engage students in decision-making and understanding. This study examined how the games for understanding (GFU) curriculum created a social constructivist learning environment that influenced eighth grade girls' levels of engagement within a sport based physical education program and identified pedagogical methods that assisted boys to value girls as participants and work to facilitate girls' engagement. Data consisted of teacher journal entries, student questionnaires, focus group interviews, co-teacher interview, and independent observations. Data were analyzed using open, axial, and selective coding. The findings suggested that cognitive aspects of the GFU environment actively engaged both boys and girls through small team activities. Shared responsibilities for team selection and peer coaching enabled students to become decisions-makers. Providing students with choices and minimizing competition helped girls feel supported. Likewise, modified games and ability groups helped boys value girls as participants and facilitate their engagement.Item A cognitive framework for analyzing and describing introductory students' use and understanding of mathematics in physics(2004-04-29) Tuminaro, Jonathan; Redish, Edward F.; PhysicsMany introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. There are at least two possible, distinct reasons for this poor performance: (1) students simply lack the mathematical skills needed to solve problems in physics, or (2) students do not know how to apply the mathematical skills they have to particular problem situations in physics. While many students do lack the requisite mathematical skills, a major finding from this work is that the majority of students possess the requisite mathematical skills, yet fail to use or interpret them in the context of physics. In this thesis I propose a theoretical framework to analyze and describe students' mathematical thinking in physics. In particular, I attempt to answer two questions. What are the cognitive tools involved in formal mathematical thinking in physics? And, why do students make the kinds of mistakes they do when using mathematics in physics? According to the proposed theoretical framework there are three major theoretical constructs: mathematical resources, which are the knowledge elements that are activated in mathematical thinking and problem solving; epistemic games, which are patterns of activities that use particular kinds of knowledge to create new knowledge or solve a problem; and frames, which are structures of expectations that determine how individuals interpret situations or events. The empirical basis for this study comes from videotaped sessions of college students solving homework problems. The students are enrolled in an algebra-based introductory physics course. The videotapes were transcribed and analyzed using the aforementioned theoretical framework. Two important results from this work are: (1) the construction of a theoretical framework that offers researchers a vocabulary (ontological classification of cognitive structures) and grammar (relationship between the cognitive structures) for understanding the nature and origin of mathematical use in the context physics, and (2) a detailed understanding, in terms of the proposed theoretical framework, of the errors that students make when using mathematics in the context of physics.Item INFLUENCE OF LIPOPROTEIN LIPIDS AND APOLIPOPROTEIN E GENE POLYMORPHISMS ON COAGULATION FACTOR VIII CHANGES WITH SIX MONTHS OF AEROBIC EXERCISE TRAINING(2004-02-17) Gopinathannair, Rakesh; Hagberg, James M; Brown, Michael D; Phares, Dana A; KinesiologyTitle of Thesis : INFLUENCE OF LIPOPROTEIN LIPIDS AND APOLIPOPROTEIN E GENE POLYMORPHISMS ON COAGULATION FACTOR VIII CHANGES WITH SIX MONTHS OF AEROBIC EXERCISE TRAINING. Rakesh Gopinathannair, Master of Arts, 2004. Thesis directed by: Professor James M. Hagberg, Ph.D., Dept. of Kinesiology Elevated plasma factor VIII antigen (FVIII:Ag) level is an independent risk factor for coronary artery disease. Aerobic training improves cardiovascular risk and improvement in coagulation profile might be a potential contributory mechanism. Available evidence suggests that plasma lipoprotein-lipid levels and lipid-related genotypes might have a regulatory effect on plasma FVIII:Ag levels. We assessed the effects of APO E gene polymorphisms and plasma lipoprotein-lipid changes on plasma FVIII:Ag changes with 6 mo of standardized aerobic training in 44 sedentary, 50-75 year old men and women with different APO E genotypes. Plasma FVIII:Ag levels, lipoprotein-lipid levels, VO2 max, and intra-abdominal fat (CTIA) were estimated before and after 6 mo of training . Plasma FVIII:Ag levels showed an increase of 3.5% (152.5±6.7% to 156.0±6.1%, P=0.290) with exercise training. FVIII:Ag levels were positively correlated to CTIA at baseline (r= 0.30) and after training (r=0.37). There was no significant association between FVIII:Ag levels and APO E genotype, before and after covarying for training-induced changes in plasma lipoprotein-lipids. In conclusion, the effect of regular aerobic exercise training on plasma FVIII:Ag levels appears small and clinically insignificant when compared to the clear and beneficial effects on lipoprotein-lipid profile and body composition. Truncal obesity may be a significant factor modulating baseline plasma FVIII:Ag levels and their response to training.Item A Qualitative Description of the Physical Education-Based Lived Experiences of Non-Aggressive Socially Isolated Students(2004-02-04) Bencal, Carl Robert; Ennis, Catherine D; Andrews, David; Chen, Ang; KinesiologyTeachers perceive non-aggressive socially isolated (NASI) students to be socially estranged from a majority of their peers. Unfortunately, these students are often actively or passively removed from the social aspects of school because they demonstrate self-isolating behaviors or face the exclusionary behaviors of peers. This qualitative research examined four, fifth grade NASI students' physical education-based lived experiences. Participants were the researcher, who was also the physical education teacher, two fifth grade teachers, and 51 fifth grade students with varying degrees of peer-related social acceptance. Data were collected over an 11 week period using interviews, journal entries, and observations and analyzed using open, axial, and selective coding. Results indicated that NASI students seemed to experience elements of social estrangement while participating in collaborative learning tasks. Although NASI students, at times, appeared to be socially estranged, they chose to connect with a select few close friends who helped them to feel included.