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Creators/Authors contains: "Graham, M.C."

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  1. ; ; ; ; ( , British Journal of Educational Psychology)
    Abstract Background

    This study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.

     Aims

    The aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.

     Sample

    The study comprised 45 undergraduate engineering majors in the United States.

     Methods

    Survey data concerning students' expectancy for success and saliva samples were taken before, during and after the practice midterm examination prior to their actual in‐class examination.

     Results

    Students' expectancy for success declined during the examination while cortisol levels declined from the beginning to middle of the examination and began to increase again as a function of time. Although students' initial levels of expectancy for success and cortisol were not correlated, there was a negative relation between change in cortisol and change in expectancy for success.

     Conclusions

    Our study demonstrates a relation between salivary cortisol, a physiological component of test anxiety and students' expectancy for success in an authentic testing context. Most students saw a decrease in cortisol during the examination, suggesting anticipatory anxiety prior to the test and a return to homeostasis as the examination progressed. Some students, however, did not see a declination in cortisol, suggesting they may not have recovered from pre‐examination anxiety. The negative relation between change in cortisol and expectancy for success suggests that students who had the greatest decrease in expectancy for success saw the smallest recovery in cortisol.

     
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  2. ; ; ; ; ; ( , American Psychological Association)
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ( , CANCELLED: American Educational Research Association Annual Meeting, San Francisco, CA)
    The goal of the study presented here was to test the reliability and validity of faculty responses to the Strategies to Reduce Student Resistance (SRSR) a measure of Science, Engineering, and Mathematics university faculty use and motivation (self-efficacy and value) for using instructional strategies to reduce student resistance to active learning. The development of this measure will support research and interventions designed to support faculty implementation of active learning strategies. The scale examined here was adapted from a student version, developed and tested as part of a national study on student resistance to active learning in engineering programs. This project reveled a set of faculty behaviors which supported students’ positive response to active learning strategies (Authors, 2017). Although student perspectives on faculty behavior is important, we felt it was necessary to adapt the scale to measure faculty’s perspectives on the strategies they use and their motivation to use those strategies as part of their use of active learning in their classroom. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ( , Society for Personality and Social Psychology)
    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; ; ; ; ; ( , Proceedings of the 2020 Annual ASEE Conference)
    Despite many studies confirming that active learning in STEM classrooms improves student outcomes, instructors;' adoption of active learning has been surprisingly slow. This work-in-progress paper describes our broader research study in which we compare the efficacy of a traditional active learning workshop (AL) and an extended version of this workshop that also specifically highlights instructor strategies to reduce resistance (AL+) on instructors' beliefs about and actual adoption of active learning in undergraduate STEM classrooms. Through a randomized control trial (RCT), we aim to understand the ways in which these workshops influence instructors' motivation to adopt and the actual use of active learning. This RCT involves instructors and students at a large number of institutions including two-year college, four-year college, and large research institutions in three regions of the country and strategies to reduce student resistance to active learning. We have developed and piloted three instruments, which allow for triangulation of classroom data: an instructor survey, a student survey, and a classroom observation protocol. This work-in-progress paper will cover the current progress of our research study and present our research instruments. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ; ; ; ( , Scholarly Consortium for Innovative Psychology in Education)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; ; ( , American Educational Research Association)
    Accepted Manuscript Full Text Available