http://hdl.handle.net/10057/188 Search the Channel s http://soar.wichita.edu:8080/dspace/simple-search http://hdl.handle.net/10057/2050 title: Examining the psychometric properties of self-report measures of bullying: Reliability of the peer relations questionnaire authors: Hulsey, Cassandra <br>abstract: Self-report measures of bullying have recently been under scrutiny due to limited evidence of their psychometric properties. Nevertheless, they continue to be the main tool for estimating prevalence of bullying behavior in schools, as well as evaluating the effectiveness of bullying prevention programs. This study examined the psychometric properties of the Peer Relations Questionnaire, a widely used self-report measure of bullying. In an attempt to evaluate the internal consistency of the Victimization scale and test-retest reliability of the (PRQ) as a whole and across grade levels, it was administered twice to third and fourth, sixth and seventh, and tenth and eleventh graders with an eight week interval. Results showed moderate reliability with middle school (69.4% correspondence) and high school (74.8% correspondence) students and low reliability for elementary students (62.3% correspondence). Across all age groups, the PRQ had a test-retest reliability of 69% correspondence. Internal consistencies for the Victimization scale were high across all grade levels. These results suggest the PRQ is most effective when used with older students, although its reliability estimates have room for improvement in all groups. Future research is needed to evaluate other commonly used instruments in the field to support their use in the collection of bullying data. <br>description: Thesis (M.Ed.) - Wichita State University, College of Education, Dept. of Counseling, Educational, and School Psychology <br> Mon, 28 Apr 2008 22:58:59 GMT http://hdl.handle.net/10057/1538 title: Student outcomes: Examining school effectiveness in Kansas using multiple indicators of performance authors: Humphries, Jessica Lynn <br>abstract: This study examined high school effectiveness through the use of multiple indicators of student performance, which was first studied by Rumberger and Palardy (2005). Data on Kansas high schools were taken from the Kansas State Department of Education’s public website. Analyses of variance were conducted to find differences in student achievement and dropout rates among schools based on size and location. Information on student characteristics was also included. Schools which were effective in terms of achievement were also found to be effective in terms of dropout rates. School effectiveness did vary according to school size and location, with small schools and rural schools being the most effective in terms of achievement and dropout rates. The results of this study supported the common view of the schooling process, which holds that all student outcomes are similarly influenced by school characteristics such as size and location. <br>description: Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational Psychology, and School Psychology <br> Wed, 28 Nov 2007 22:58:59 GMT http://hdl.handle.net/10057/1117 title: Relationship between parenting styles and children’s motivational style: the development of learned helplessness authors: Ellis, Rachel M. <br>abstract: This study examined the phenomenon of learned helplessness, looking at the relationship between children’s motivational style and parenting style. Motivational variables included goal orientation (learning goal or performance goal) and parenting variables included three typologies: authoritative, authoritarian, and permissive. Forty-two preschool students and their parents participated in this study assessing the influence parenting styles had on children’s motivational style. Results of the study showed no variance among the parents in terms of their parenting style, all were classified as authoritative. Thus, no data analysis was conducted and no relationship was established between parenting style and children’s motivational style. <br>description: Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology <br> Sat, 28 Apr 2007 22:58:59 GMT http://hdl.handle.net/10057/748 title: Linking epistemological beliefs to cognitive development and academic performance authors: Bird, Mary <br>abstract: The purpose of this study was twofold: (a) to determine if there is a relationship between middle school students’ epistemological beliefs and Piagetian stages of cognitive development and (b) if there is a relationship between epistemological beliefs and academic performance. Epistemological beliefs were defined as how individuals come to know and the beliefs they hold about this knowledge. A middle school version of an epistemological beliefs questionnaire was administered in conjunction with a Piagetian assessment of cognitive development to 163 seventh and eighth grade students. Students’ academic performance was measured using the Kansas State Assessment results. Finding showed that there is a relationship between cognitive development and epistemological beliefs. Cognitive development was a predictor in all four domains---math, science, social studies, and reading. Simple knowledge predicted performance in mathematics and social studies, even after accounting for cognitive development. Therefore, epistemological beliefs play a unique role in academic performance <br>description: Thesis (M.Ed.)--Wichita State University, College of Education. <br> Mon, 28 Nov 2005 22:58:59 GMT