Counseling, Higher Education & Special Education
Permanent URI for this communityhttp://hdl.handle.net/1903/2226
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Counseling & Personnel Services; Education Leadership, Higher Education & International Education (excluding Organizational Leadership & Policy Studies); and Special Education.
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Item Gender differences in emotion identification among young children(2017) Mulder, Blakely; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Gender differences in emotion competence, including emotion identification, are held in popular belief but are inconsistently supported in the research. Emotion identification (EID) is defined as one’s understanding of the experience and expression of emotion, as conveyed through the labeling of the emotions oneself or another person is experiencing. This study investigated gender differences in EID using both the traditional method of comparing scores on a structured task of emotion identification and a comparison of girls’ and boys’ patterns of responding. An ANCOVA was used to compare girls’ and boys’ scores on a task of Situational EID across age groups, while children’s response patterns were analyzed using chi-squares. Results found few effects due to gender, but many effects due to age. Results are framed in context of the biological and social factors that impact emotion identification.Item Initial Development and Validation of a Questionnaire to Assess Risk of Personal Victimization and Bullying(2015) Perlow, Benjamin Joseph; Gottfredson, Gary D.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The goals of the research were to (a) develop methods of predicting bullying and victimization rates for potential research and practice purposes, (b) compare methods for developing measures of prediction scales (factor based scales and criterion-related item selection), (c) compare the cross-validated validity of regression-weighted versus unit-weighted composites, and (d) assess the rates of correct and incorrect predictions when identifying people who are potentially at greatest risk of bullying or victimization. This research tested the factors on a university aged population. The factor based scales that best predicted bullying or victimization rates were negative self-esteem, hostile behaviors to others, and risky behaviors. Both the regression equations and the unit weighting method produced significant correlations between the predictive and outcome measures. Two potential applications of the questionnaires are to help researchers gain a better understanding of bullying or victimization and to target interventions with potential to prevent future bullying or victimization.Item THE COLLEGE-GOING SELF EFFICACY SCALE FOR HIGH SCHOOL STUDENTS: THE DEVELOPMENT AND VALIDATION OF A MEASURE(2013) Jones, Russell Alan; Kivlighan Jr., Dennis M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of the present study was to develop and validate the College-Going Self Efficacy Scale for High School Students (CSHS). The CSHS is a measure of self-efficacy in completing college-going tasks (i.e. acquiring knowledge of oneself, acquiring knowledge about colleges, exploring colleges, completing college application tasks, acquiring information about financial aid/scholarship monies, receiving support from adults, and understanding potential college barriers) experienced by African American urban high school students. Participants (N = 272) included a local sample of high school students from a Washington, D.C. charter school. All participants resided in the DC metropolitan area within the continental United States at the time of data collection. Data were collected through the use of a paper-based survey containing the CSHS and measures used to assess convergent and discriminant validity. Internal consistency estimates of subscales ranged from .81 to .87. Convergent validity was supported through positive relations of the CSHS subscales with vocational identity and achievement goals. Discriminant validity was not supported, as there was a positive relation between the CSHS subscales and life satisfaction. Directions for future research and the limitations of this study are discussed.Item Elementary Teachers' Grading Practices: Does the Reality Reflect the Rubric?(2011) Shanahan, Katherine Bruckman; Gottfredson, Gary D; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Report cards are the primary way that teachers, students, and parents communicate about student achievement in the classroom. Although many school districts develop rubrics to guide teacher grading practices, most research finds that in reality, grades represent a hodgepodge of factors that vary across teachers and across school systems. The current study investigates student factors that explain variance in elementary report card grades in a suburban school district. The sample includes 4th and 5th grade students (N = 8,555) and their classroom teachers (N = 374) from 45 schools. Multilevel structural equation models, with students nested within classrooms, tested two models describing variance in report card grades. One model included the factors listed on the school system grading rubric along with additional factors thought to be related to grades (non-rubric model). An alternative, nested, model included only the factors from the grading rubric (rubric model). Results suggested that the non-rubric model provided a better fit for the data, but effects for the additional non-rubric factors were uniformly small.