Theses and Dissertations at Montana State University (MSU)
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Item Superintendent efficacy and addressing community needs(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Kirchner, Derek Lee; Chairperson, Graduate Committee: Tena VerslandThe purpose of this intrinsic case study was to explore how a self-efficacious superintendent mitigates the challenges of addressing community needs. In previous literature on community dissatisfaction, superintendents who have neglected the needs of community members have lost their jobs. Despite being trained for and required to demonstrate knowledge on ways to identify and address the needs of the school district community, many superintendents fall short and end up being removed from their positions by the school board and community. Self-Efficacy theory postulates that individuals with a high degree of efficacy for their jobs seek out and are more receptive to innovations within their workplaces. This research study utilized a document review of school board meeting minutes, public voting data, and superintendent correspondence to determine instances of community needs. This information was utilized to conduct semiformal interviews with a superintendent to explore strategies he used to address needs in the community. The results of the document revealed that dissatisfaction occurred around four events: the Cougar's Cave playground structure, the Economic Development District, the High School project, and COVID-19. The analysis of the interviews indicated that the superintendent employed three strategies to mitigate community dissatisfaction: Developed a Culture of Learning within the District, Involved the Community, and Built Relationships. The strategies in this research echo what has already been written regarding successful superintendent leadership. Conclusions drawn from this project include the idea that both the superintendent and the school board should research each other prior to offering and accepting employment in a district to ensure superintendent skillsets match district needs. A second conclusion is the superintendent should develop a strong relationship with the school board but should remain open to feedback and concerns from the community. A final conclusion drawn from the research is that the superintendent should selectively choose mentors and be receptive to their advice.Item STEM major choice: high school and collegiate factors(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Tran, Que Nguyet; Chairperson, Graduate Committee: Tricia SeifertA huge present and future workforce demand exists in Science, Technology, Engineering, and Mathematics (STEM) fields. Bolstered by a number of US policies and research that associates STEM majors with pursuing STEM careers, higher education institutions have aimed to support students to major in STEM fields in an effort to meet the needs of the STEM workforce. Despite these postsecondary efforts, the challenge begins in earlier levels of schooling with a shortage of licensed and highly qualified science and math teachers nationwide. Although many studies have examined math and science expectancy values and self-efficacy among high school students to predict their intention to major in STEM major choice, few have investigated both high school and college level variables to understand student STEM major choice declared in their third college year. Thus, this study fills the gap using the most recent STEM-focused national representative survey data -- High School Longitudinal Study 2009 (HSLS:09). Three research questions are: (i) To what extent do high school math and science motivation and self-efficacy, collegiate factors, and personal circumstances promote or hinder students' STEM major choice, controlling for student background characteristics? ; (ii) To what extent do collegiate factors and personal circumstances predict the probability of STEM major choice, controlling for student background characteristics? (iii) What factors predict college STEM GPA? This study employs theories of Situative expectancy value theory and Social cognitive career theory to develop a conceptual framework. Logistic regression was used to analyze the first two questions, and linear regression used for the third question. The first research question found gender, math attainment value, science attainment value, college STEM credits earned, and STEM GPA are predictive of the probability of STEM major choice. In the second research question, among college-period variables, gender, college STEM credits earned, and STEM GPA are predictors of STEM major choice. The third research question found race, social economic status, faculty research participation, career services on campus used, work schedule and academic performance interference, and disability are predictors of the average STEM GPA. Implications for theory, research, and practice are discussed.Item Developing self-efficacy toward writing research methods and classroom practices through awareness of writing experiences for high school students(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Frieling, Nicole Pamela; Chairperson, Graduate Committee: Sarah PenningtonSelf-efficacy research of students' participation with the writing process considers the factors of ideation, convention, and self-management, or rather, the research depends on the skills and techniques of the student writer. While there is much research dedicated to exploring variables of experience within these factors, such as gender, age, demographics, etc., there is very little research which considers the factor of experience as a whole dimension of each unique students' writing process. This study investigated the writing self-efficacy beliefs held by junior and senior high school students in relation to their associations with writing conception, and how writing experiences might contribute to how self-efficacy and conception are established. Scores of self-efficacy and ratios of writing conception were gathered using surveys. Then, using an ANOVA hypothesis test for significance, self-efficacy scores were analyzed based on conception of writing. Further, open-ended questions were also administered through the survey gathering responses to understand student writing experiences. In conjunction with these responses, student participants created storyboards of their lifelong writing experiences. These artifacts were coded using Krippendorff (2013) coding techniques. The results show a relationship between how students' self-efficacy scores differ based on their conception of writing. Further, the results of this study imply there is a relationship between writing experiences, conception, and self-efficacy. In particular, this sample revealed themes associated with collaboration in writing. However, the results of this particular sample are not the end goal or purpose of this study. Rather, it is to demonstrate the necessity for considering students' experiences with writing in each unique sample of self-efficacy toward writing research. Educational implications and further research are discussed.Item Using student perception of college environment for developing academic self-efficacy in engineering and computing education(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Clark, Jennifer Irene; Chairperson, Graduate Committee: Tricia SeifertNext Generation Experts (NGE) are needed to fill engineering and computing careers. Access to college degree programs in these disciplines has been identified as an important contribution in addressing this problem. Students enter university with varying levels of academic readiness based on environmental circumstances outside their control. In Montana, many communities are limited in their ability to provide advance math and science coursework with even fewer providing engineering or computer science topics. Montana State University (MSU) is the state's land grant institution is charged with educating the sons and daughters of Montana's working class citizens. This problem of practice study considers the experience of academically underprepared (AUP) students interested in engineering or computing with retention initiatives in the Norm Asbjornson College of Engineering (NACOE). Understanding student perceptions of how the college environment influences academic self-efficacy development with engineering and computer science content can provide direction for retention programming. This qualitative study uses a complex theoretical framework, and phenomenography as a research approach to consider the range of student experience with an AUP retention program in the NACOE. Thirteen students participated in a study version of the AUP retention program which consisted of 6- topic focused, weekly meetings. Eight students provided feedback through a 1:1 interview following a semi-structured interview protocol. Interviews were transcribed, coded, and analyzed using an iterative process introducing a shift in perspective related to the relationship between physiological states and their influence over mastery, vicarious, and social persuasion experiences. Physiological states sit in the space between environmental experiences continually shading engagement between the environment and student. Findings described how physiological states interact with mastery, vicarious, and social persuasion experiences. Environmental factors, including people, had an influence on the developing relationship between AUP students who participated in a study version of the AUP retention program. Demonstrating the importance of structure, this study showed the value of community in developing relationships between students and academic content. Normalizing the variety of academic readiness levels shifts from deficit thinking to an allowance of gracious space to begin a college degree from any point without a hidden script of expectation. Borrowing from the college athletics' programs, introducing a Redshirt year changes the game. The Redshirt in Engineering Consortium borrowed and implemented this idea to support recruitment and retention in AUP populations. AUP students are also the NGE in engineering or computing. It is the responsibility of current experts to teach them they have potential to be successful in these disciplines through inclusive environments.Item Cultivating genius: an exploratory case study of the genius hour instructional technique and its effect on the identity and self-efficacy of high school science students(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Reuer, Marcia Diane; Chairperson, Graduate Committee: Nick LuxGenius Hour, a project-based instructional technique that promotes learner autonomy, has developed a dedicated following among teachers. However, despite the widespread enthusiasm about Genius Hour in the K-12 classroom, little to no empirical evidence exists on the effectiveness of the approach. To respond to this gap in the research, a longitudinal exploratory case study was implemented to better understand the practices of Genius Hour in a high school STEM environment. Of particular interest for this investigation was the influence of Genius Hour on students' identities and self-efficacy and in particular, on science identity and science self-efficacy. A two-year, longitudinal, mixed methods, exploratory case study spanning two years was performed that focused on high school freshmen (n=136) and their participating classroom teacher. Data sources included self-report surveys regarding identity and self-efficacy, as well as whole group interviews, individual interviews and small group interviews. Quantative data was analyzed using a paired t-test and normalized gains and effect size, while qualitative data was analyzed using emergent thematic analysis. Quantitative measures indicated the Genius Hour instructional technique increased students' belief in their scientific ability based on pre and post survey data, however, the effect size was small. Additionally, students had statistically significant gains in the Next Generation Science Standards Science and Engineering Practices (National Research Council, 2016) of asking questions and defining problems and analyzing and interpreting data. While quantitative analyses did not yield any significant results to suggest influence of Genius Hour on identity, there were substantial qualitative results to suggest participation in Genius Hour developed students' identities and in particular, their science identities.Item Teacher self-efficacy development in an international school in the Dominican Republic(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Zerbe, Robin Joy; Chairperson, Graduate Committee: Tena VerslandAs the teaching profession becomes increasingly challenging and teachers leave the profession at an alarming rate, school leaders need to understand the factors that influence teacher resiliency and longevity. A teacher's self-efficacy beliefs have been found to affect teacher's emotional and physiological well being (Bandura & Locke, 2003), job satisfaction (Caprara, Barbaranelli, Steck, & Malone, 2006, Hoigaard, Giske, & Sundsli, 2012), and stress management (Bandura, 1997). Self-efficacy also impacts effort and performance (Tschannen-Moran & Woolfolk Hoy, 2001), professional commitment (Coladarci, 1992; Ware & Kitsantas, 2007, 2011; Klassen et al., 2013), and longevity in the profession (Wentzel & Wigfield, 2009). In consideration of the value of teacher self-efficacy, there is a lack of qualitative research explaining how self-efficacy develops in teachers. The present study used a qualitative phenomenology methodology to explore beliefs, factors, and experiences that influence the development and strengthening of self-efficacy in teachers. The choice of a phenomenological study reflected my belief that the best way to grasp the very essence of individual teacher beliefs was to dialogue with teachers about their lived experiences in the context of a particular situation (Moustakas, 1994; Creswell, 2013). The present study utilized focus groups and individual conversations with teachers in a K-12 international school in the Dominican Republic. This study also embedded a quantitative teacher self-efficacy survey instrument to select participants and to describe their perceived self-efficacy levels. The results indicated emerging themes of Connection, Support, Knowledge and Growth, Balance, and Gratification as factors shaping self-efficacy beliefs. This study contributes to our understanding of how self-efficacy develops by illuminating a self-efficacy growth cycle with eight stages: The Gold Standard, Teaching Challenges, Dissonance, Perspective, Teacher Behavior Change, Intentional Practice, Equilibrium, and Self-Efficacy Growth. The study also revealed cognitive processes of self-reflection, self-regulation, cognitive flexibility, growth mindset, intentional positivity, reminding oneself of calling/commitment and mental models of prior success and growth as catalysts to develop, change, and strengthen self-efficacy. In conclusion, the results from this study may inform administrators, teachers, mentors, instructional coaches and university programs about intentional, proactive ways to guide teacher self-efficacy growth.Item Dual enrollment's influence on the socialization of students as future college students: a grounded theory study(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Frost, Leanne Hadley; Chairperson, Graduate Committee: Carrie B. MyersThis qualitative grounded theory study explored how the dual enrollment (DE) experience influenced the socialization of students to become future college students at a small, rural two-year college. The researcher interviewed 40 students within one year of completing DE courses through the college. The population included students who passed and did not pass their DE courses, enrolled in college and did not enroll in college, and who had completed their DE coursework in one or more of three delivery modes: concurrently in the high school, online from the college, and on the college campus. The study found the DE experience did affect participants' socialization as future college students, largely due to their interactions with teachers, other students, and the environment. In addition, their ability to complete college-level coursework affected their self-efficacy. The students viewed DE as a 'transition' to college and recognized it was not 'the full college experience.' They also identified increased autonomy as part of becoming a college student. Differences among the three delivery modes existed, with the online format having the smallest effect on students' socialization. This grounded theory study followed a constructivist approach; therefore, the resultant theory has been influenced by the interpretations of the researcher.Item Evolving student perceptions of mathematical identity: a case study of mindset shift(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) MacKinder Clyatt, Lori Ann; Chairperson, Graduate Committee: William Ruff.This qualitative study documented the perceptions mathematics students at an alternative high school had during a shift in mindset from fixed to growth in a dual credit math course. The purpose of this study was to capture student perceptions of their own mindset shift and how their perceptions of mathematics changed. The conceptual framework used to interpret the findings was grounded in attribution theory. A case study research design bounded the perceptions of the students and the meanings they gave to these experiences. Data were collected and analyzed from multiple sources: participants' responses to writing prompts, focus group interviews, research field notes, and student artifacts. The grounded narrative that revealed itself from the student perspective over the course of this study was one of growing student trust in self and others as well as a deepening of student mathematical identity. It also showed that student perceptions of mathematics can shift in a short period of time (20 weeks) from a position of fear, shame, apprehension, and defeat to willingness, perseverance, joy, and overcoming challenges into a growth mindset. The recorded focus group discussions and various writing prompts captured the students' perceptions of their mindset shift in relationship to learning and deepening their understanding of mathematics. This study documents the power in individuals to shift out of a truncated learning cycle into a mathematical mindset. If the ability of students to shift from a fixed mindset into a growth mindset is dependent upon an educational environment, an educator's striving for a growth mindset becomes an important component.Item Self-efficacy, student engagement, and student learning in introductory statistics(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Lindsey, Heidi L.; Chairperson, Graduate Committee: Arthur W. BangertClose to half of undergraduate students in the United States are served by community colleges. Minority, low income, and first-generation postsecondary education students utilize community colleges as a gateway to postsecondary education. Additionally, these institutions provide access to higher education for many nontraditional students, such as adults who work full time while enrolled. This study used partial least squares structural equation modeling (PLS SEM) to investigate and explore the relationship between community college student self-efficacy, engagement, and statistics conceptual understanding in the non-mathematical introductory statistics course and is based on Linninbrink & Pintrich's (2003) model for conceptual understanding. There is much research regarding statistics anxiety, statistics attitude, learning behavior, and statistics achievement where students at four year institutions or graduate students were studied, but few if any studies exist that investigate these same factors with community college students. Data for this study was collected from n=161 student volunteers at three different time points during the semester using all or a subset of the following instruments: Current Statistics Self Efficacy (CSSE) (Finney & Schraw, 2003), Survey of Attitudes Toward Statistics (SATS) (Schau, Steven, Sauphinee, & Del Vecchio, 2995), Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1993), and Comprehensive Assessment of Outcomes in Statistics (CAOS) (delMas, Garfield, Ooms, & Chance, 2007). Problems with missing data were resolved with multiple imputation methods to preserve power and sample size and prevent introducing bias into the analysis. Overall, the relationships of self-efficacy and engagement explained R2=7.6% of the variance in conceptual understanding of statistics. This study found positive relationships between student conceptual understanding of statistics, selfefficacy to learn statistics and student engagement. Behavioral and cognitive engagement did not appear to mediate the influence of self-efficacy but motivational engagement was found to mediate this effect. Additionally, it was found that self-efficacy to learn statistics had a medium effect on statistical understanding at course end. Suggestions for future research are given.Item The influence of academic self-efficacy and bachelor's aspirations on the college choice process(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Frye Cook, Eulalie Elizabeth; Chairperson, Graduate Committee: Carrie B. MyersA significant decline in the number of students with bachelor's aspirations in early high school to the number of students who actually enroll has been reported and is as high as 49% (Roderick et al., 2008). To better understand this phenomenon, this study deconstructed the application process and examined factors that may be influential in completion of critical application steps. This study explored the construct of academic self-efficacy along with bachelor's aspirations using the Education Longitudinal Study of 2002 (ELS:2002) to investigate the influence of these factors on two key steps in the college choice and application process: completion of a college entrance exam and submission of an application to a four-year institution. Two sets of logistic regression analyses were run to investigate the variables for each application step. Bachelor's aspirations were significantly associated with completion of both steps. English self-efficacy was associated with completion of a college entrance exam, but not application submission. Math self-efficacy was associated with submission of an application, but did not significantly influence college entrance exam completion. These findings demonstrate the dynamic nature of the college choice process and reveal how factors that influence key steps in the application process may shift over time. Results also reinforce the importance of fostering high aspirations early in a student's high school career (or even earlier) and the need to build well-rounded academic self-efficacy for students since they may draw on different sources at different points in the college application process.