Theses and Dissertations at Montana State University (MSU)
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Item Exploring college student development in connection to informal international interactions: a grounded theory study(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Kain, Marie Blanche Solange; Chairperson, Graduate Committee: Bryce HughesEducating global citizens is a prevalent goal of higher education institutions. Intercultural goals are usually achieved through study-abroad programs, an option limited to mostly privileged students. A more common situation for students to experience internationalization is by interacting with international students on their own campus in the USA. This grounded theory study explored how American domestic students made meaning of their informal interactions with their international roommates at Montana State University. It also investigated how these relationships impacted the students' self-authorship and intercultural maturity. These interactions usually provided domestic students with significant self-reflection on themselves, their own culture, and how they interact with others, seemingly impacting self-authorship. When disequilibrium was followed by communication and intentional learning, developmental growth was perceived by students in all domains. In cases where conflicts were not addressed, stereotypes were reinforced and cultures hierarchized. Additionally, these interactions were often a starting point leading to an increased interest in globalization, traveling, and studying abroad. Nevertheless, these interactions on a domestic campus were not considered as transformative or as valuable for students as immersive traveling experiences. American higher education institutions should thus thrive to improve access to international learning opportunities abroad as well as promote the value of global education opportunities on their own campuses.Item The motif of meeting: a content analysis of multi-voiced young adult novels(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Stolp, Susan Hardy; Chairperson, Graduate Committee: Joyce Herbeck; Ann Ewbank (co-chair)The purpose of this study was to discover, through content analysis, polyphonic narrative strategies used in a small sample of multi-voiced young adult novels. The objective was to trace the paths of the individual narrators toward eventual meeting with or understanding of each other, looking for trends, commonalities, and unique qualities that characterize the polyphonic fugue described by McCallum (1999) and Bakhtin (1981). I envisioned these points of meeting as Bahktin's (1981) units of narrative analysis known as the chronotope, perfect alignments in time and space, functioning as connectors among strands within multi-voiced narratives. In Vivo Coding, springing from the actual language of participants, and Emotion Coding, making inferences about narrators' subjective experiences, were the guiding qualitative methodologies used in this content analysis. The combination of In Vivo and Emotion Codes provided the data that was used to analyze and interpret narrators' emotional journeys as well as their interactions with one another. The content analysis revealed a complexity of emotions among the ten individual narrators from the three novels studied. Patterns in their emotional journeys were determined and displayed using artistic representation. Points of meeting between and among narrators proved to be the impetus for individual change and growth. In terms of the fugue, the voices are independent of one another but also have shape and meaning in conjunction with one another (McCallum, 1999), and through analysis and interpretation of narrators' emotional arcs, these shapes and meanings emerged. In terms of significance, this content analysis provided evidence for the use of multi-voiced young adult literature to be a means by which to read with a critical literacy lens, for adolescents to realize their existence as part of a greater whole, and to imagine literature as a catalyst toward personal growth.Item The impacts of teaching growth mindset strategies to students in inquiry science 2 at Ferndale High School(Montana State University - Bozeman, College of Letters & Science, 2017) Schuman, Catherine L.; Chairperson, Graduate Committee: Walter WoolbaughThis classroom research project investigated the impact of teaching 20 minute growth mindset lessons once a week for six weeks to regular tenth grade science students during weeks six to twelve of an eighteen week semester. Growth minded students appreciate challenges and view mistakes as opportunities to learn. The project was driven by the desire to improve student behavior and engagement in learning. In addition to seeing if students would become more growth minded, I also wanted to see if student achievement in science would increase, if students could transfer their learning about mindsets to other courses and life experiences, and I wanted to know how this would impact me as the teacher. Data sources included a Measure Your Mindset Survey, individual student interviews, student work, gradebook data, a Mindset Unit Evaluation, and a teacher reflective journal. Data from the six week treatment period was compared to data from the six week pre-treatment period and the six week post-treatment period. Students that fully participated and engaged in the mindset lessons became more growth minded. Overall grades did not improve as a result of the treatment. However, mean test scores did go up. Students reported applying what they learned about the growth mindset to other courses. In addition, students felt that having a growth mindset helped them be more compassionate to aggressive peers. The teacher saw observable improvements in student behavior and engagement as documented in the teacher journal. This made teaching more enjoyable. In addition, by learning about how to facilitate a growth mindset culture in the classroom, the teacher was able to improve her verbal and written feedback to students.Item An investigation of two theories concerning evasion and failure of personal growth(Montana State University - Bozeman, 1976) Trafton, Keith Leslie; Chairperson, Graduate Committee: Richard K. HorswillItem A comparison of the effectiveness of an unstructured, a slightly structured, and a moderately structured personal growth group in producing self-actualization changes(Montana State University - Bozeman, 1975) Tibbitts, Diane Gale; Chairperson, Graduate Committee: Carol Wolfe ParkerItem The importance of personal growth toward self actualization and its place in counselor education(Montana State University - Bozeman, 1972) Murray, Marilyn Sue KirkwoodItem A study of the relationship between attitudes toward women and level of self-actualization among counseling students at Montana State University(Montana State University - Bozeman, 1977) Folsom, Marlene SchuttItem Adolescent self-actualization : the effect of group counseling(Montana State University - Bozeman, 1978) Guidi, Terrill CurtissItem Mature adults : a study of their growing and developing(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Bakke, Jill HanceItem Discovering self-actualization through the experience of architecture(Montana State University - Bozeman, College of Arts & Architecture, 2010) Weaver, Shandra Rene; Chairperson, Graduate Committee: Zuzanna KarczewskaThe relationship between architecture and the individual involves a process of discovery through revelation, opportunity for choice, engagement of the senses, and the use of symbolism. As the experience of architecture meets the needs of humanity on a personal level, it has the capacity to draw the individual toward ultimate self-actualization through the process of discovery, with the potential to impact and transform a community.