Browsing by Author "Schroeder, Meadow"
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- ItemOpen AccessAcademic Integrity Online: Developing Support Mechanisms for Online Graduate Students to Understand Plagiarism: Research Project Brief(Werklund School of Education, University of Calgary, 2017-06-19) Eaton, Sarah E.; Lock, Jennifer; Schroeder, Meadow; Elaine, SarahThe Werklund School of Education (WSE) has identified an opportunity to study the development of online graduate students’ understanding of plagiarism and academic integrity. The proposed project will explore the impact of an evidence-based online tutorials designed specifically for new graduate students. This study will address questions students have about how to correctly cite and reference sources for their papers, capstone projects and theses. The tutorials will focus on a positive and educational approach to cultivating academic integrity as an integral element of the graduate student experience, moving away from outdated and punitive approaches that do little to bolster students’ confidence in themselves and their abilities. Previous studies have shown that developing social, cognitive and teaching presence in online courses helps students success but when institutional tutorials are developed the are often done as a static and stand-alone tutorial that do not include interaction with others. The study involves an A/B testing model in which research participants will have their choice of participating in Option A: an asynchronous (on demand) online tutorial or Option B: a synchronous (real time) interactive tutorial facilitated by an instructor. The study will examine online students’ preferences and progress in terms of developing their understanding of plagiarism and cultivating a personal ethic of academic integrity as graduate students. We aim to discover what the differences are between static on-demand tutorial and a real-time facilitated interactive session with an experienced instructor.
- ItemOpen AccessAutism in the Context of Humanitarian Emergency: The Lived Experiences of Syrian Refugee Parents of Children on the Autism Spectrum(2021-08-26) Bernier, Abdullah Salahuddin; McCrimmon, Adam; Schroeder, Meadow; Lacerda-Vandenborn, ElisaAutism is a heterogeneous neurodevelopmental condition that varies in severity, presentation, and behavioural expression. Given this heterogeneity and the importance of early intervention, appropriate support, and service is crucial to promote positive outcomes. Research suggests differences in the diagnostic understanding, support acquisition, and service use among diverse, minority, and/or migrant populations. There is a gap in research investigating support and service use among Syrian refugee parents of autistic children in Canada. This study explored the support and service experiences of resettled Syrian refugee parents of autistic children in terms of their pre- and post-migration. These lived experiences were investigated with participants (n = 3) through semi-structured interviews using interpretive phenomenological analysis. This study identified the supports and services parents received, their experiences with those services, their overall experiences with resettlement having an autistic child(ren), the implications of culture in support/service provision, and their perceived areas of service need during and after their resettlement in Alberta, Canada. Parents all had unique experiences that were delineated through clustered emergent themes and subsequently organized into a superordinate conceptual structure. The results of the study are discussed in the context of theory and relevant literature to elucidate and make findings applicable. Practical implications and future directions are discussed.
- ItemOpen AccessBullying and Self-Esteem in Children with Attention-Deficit/Hyperactivity Disorder(2021-12-16) Boguslavsky, Taisa; Climie, Emma; Drefs, Michelle; Schroeder, MeadowThe current study investigated the relationship between self-esteem and bullying behaviour (bullying and victimization) in children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). The current study included a final sample of 45 children between the ages of 8 to 12 years old, 27 with ADHD (M = 10.44 years, 70% male) and 17 typically developing (M = 10.07 years, 82.4% female). The Behaviour Assessment Systems for Children – Third Edition (BASC-3) was used to measure global self-esteem, while the Reynolds Bullying Victimization Scale (BVS) was used to assess victimization and bullying perpetration. No significant differences were found in self-esteem scores between children with ADHD and children without ADHD. All other results involving bullying behaviour are not definitive nor generalizable and must be interpreted with caution. Detailed limitations, implications for practice, and future research directions are discussed.
- ItemOpen AccessCanadian Symposium on Academic Integrity: Program and Abstracts(2019-04-17) Eaton, Sarah Elaine; Lock, Jennifer V.; Schroeder, MeadowThe Canadian Symposium on Academic Integrity was held at the University of Calgary, April 17-18, 2019. This program contains the full schedule from the 1.5-day event, along with information on the keynote sessions, 23 peer-reviewed papers, 5 posters, and 3 interactive workshops. Full abstracts for each presentation are included, making this a useful artefact from the conference that serves to document the topics discussed and the research occurring across Canada on various topics related to academic integrity. Document length: 49 pages.
- ItemOpen AccessCat's Got Your Tongue - Anxiety and Foreign Language Acquisition(2022-01) Desgrosseilliers, Patrick; Roy, Sylvie; Boz, Umit; Schroeder, MeadowThis study investigated the impact of Foreign Language Anxiety (FLA) on English language learning and performance. The project was fundamentally concerned with answering the following two research questions: How do English language students perceive anxiety to be affecting their learning and competency? and What are the factors/contexts that typically result in the manifestation of language related anxiety? In order to discern the impact of anxiety on English language learning and performance, this study viewed the problem through an interpretive lens, employed case study as a methodology and used semi structured interviews as the principal data collection instrument. In total, eight university students based in Mérida, Yucatán, México were individually interviewed about what triggered their anxiety and how they perceived it to be impacting their learning and performance in English. Results indicated that participants perceive anxiety to be a highly negative phenomenon with adverse consequences for English language learning and performance. In this thesis, performance is defined as how skillfully language is deployed while learning is defined as the development of the core abilities needed to function in a language. Data collected from the interview process revealed that the perceived anxiety is triggered by various teaching, learning and ideological variables and that it produces an aversive physiological state. The study’s findings suggest that researchers and practitioners within the field of language education ought to make a number of fundamental adjustments in order to maximize the language learning potential of the students they serve.
- ItemOpen AccessComparing In-Service Teachers and Pre-service Teachers' Attitudes about Bullying(2018-11-06) Masou, Catherine; Andrews, Jac; Schroeder, Meadow; Kawalilak, ColleenGiven the far-reaching negative impacts associated with bullying, researchers have extensively examined different prevention and intervention methods to help reduce this behaviour. Within the last decade, research has found that teachers can often act as a first line of defence for bullying. The current study extends the literature by examining the similarities and differences between in-service and pre-service teachers’ attitudes about bullying. Specifically, this study examined in-service and pre-service teachers’ perceived seriousness level, empathy level and likelihood to intervene for verbal, relational and physical bullying. Participants consisted of 158 teachers (in-service teachers: 56, pre-service teachers: 102). Results reveal that teachers hold different attitudes about verbal, relational and physical bullying and that perceived seriousness level and empathy level can predict teachers’ willingness to intervene in bullying. No overall differences were found between in-service and pre-service teachers’ attitudes about bullying. These results further demonstrate the importance of informing teachers about the negative consequences of bullying, specifically in regard to different forms of bullying, in hopes to increase teachers’ intervention and reduce the negative consequences of bullying.
- ItemOpen AccessThe Contribution of Trade Books to Early Science Literacy: In and Out of School(Springer, 2008-01) Schroeder, Meadow; McKeough, Anne M.; Graham, Susan; Stock, Hayli R.; Bisanz, Gay L.Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting science literacy. Implications for using trade books in the classroom are discussed.
- ItemOpen AccessDesigning Synchronous Online Interactions and Discussions(University of Calgary, 2016-05) Brown, Barb; Schroeder, Meadow; Eaton, Sarah Elaine; Werklund School of EducationWith increased improvements to technology for online teaching, synchronous instruction continues to grow. Increasing student interaction has been an important component to enhance a sense of community in online learning and improve student satisfaction. There is a paucity of research on how to effectively manage online interaction and increase student engagement during synchronous sessions. Three instructors draw on their online teaching experience and discuss how they maximize student interaction during synchronous online discussions according to elements of a community of inquiry.
- ItemOpen AccessExamining the Effects of a Knowledge-Based Intervention about Autism Spectrum Disorder on the Knowledge, Empathy, and Conative Attitudes of Typically Developing Students(2018-05-28) Johnson, Sarah Emily; Schroeder, Meadow; Hindes, Yvonne L.; McCrimmon, Adam W.Few studies to date have attempted to improve the social standing of students with ASD by designing interventions that affect the perceptions of typically developing peers. The purpose of this study was to determine if a brief, knowledge-based intervention about Autism Spectrum Disorder improved typically developing students’ general empathy, knowledge of ASD, and conative attitudes toward peers with ASD. Forty 6th-grade students from two charter schools formed the waitlist control and experimental groups. Measures of knowledge, empathy, and conative attitudes were administered pre-test, posttest, and post-posttest. Post-intervention, the means of the three questionnaires for the experimental group were not greater than the waitlist control group. The means of the experimental group did not significantly increase from pre- to posttest; although knowledge of ASD for the experimental group increased, the difference was not significant. Conative attitudes toward peers with ASD decreased significantly for the experimental group. These findings and future implications for research will be discussed.
- ItemOpen AccessExecutive Functioning in Children with Chronic Pain(2020-07-06) Jones, Kailyn Maria; Nordstokke, David W.; Wilcox, Gabrielle; Noel, Melanie; Schroeder, MeadowObjective: School serves as a crucial site for youth development and the potential consequences of poor school functioning are extensive. Limited school functioning is well documented in youth with chronic pain; however, variables that may explain poor school functioning are not adequately understood. Preliminary research suggests differences in executive functioning (EF) to possibly play a role, yet little research specifically examining EF in youth with chronic pain is available. Given the critical role of EF in learning, problem-solving, school functioning, and coping, the overall aim of this dissertation was to examine potential differences in EF between youth with and without chronic pain. A subsequent aim was to explore associations between EF and school functioning in youth with chronic pain and to investigate relationships between performance-based measures and behaviour ratings of EF in a mixed sample of youth. Method: A series of studies examining school functioning in youth with chronic pain in direct relation to one or more additional variables were synthesized and a preliminary conceptual model of school functioning in youth with chronic pain was proposed. A total of 26 youth with chronic pain (80.8% girls) and their parents were recruited from two tertiary-care pain clinics and a comparison group of 30 youth without chronic pain and their parents were recruited from the community. Participants completed ratings of pain; physical, emotional, social, and school functioning; sleep quality; medication; and a brief measure of general intelligence. Standardized neuropsychological tests were used to examine EF with a focus on working memory, divided and alternating attention, inhibition, flexibility, incidental memory, and planning. A parent- and self- report behaviour rating of EF was also administered. Results: Participants with chronic pain had significantly lower scores on performance-based tests of working memory, divided and alternating attention, inhibition, and flexibility compared to the non-chronic pain group. Poorer behaviour ratings of overall emotion and cognitive regulation as well as global EF were also found for youth with chronic pain. Several of these observed group differences remained after controlling for covariates. Performance-based measures of EF were not found to be significant predictors of school functioning. In contrast, parent- and self-report behaviour rating scales of EF showed a statistically significant result; however, subsequent analysis found only the self-report cognitive regulation scale to be a significant predictor of school functioning. Performance-based and parent- and self-report scales evaluating the same EF domains showed some weak correlations and several non-significant associations. Conclusion: This empirical work offers one of few multidimensional examinations of EF in youth with chronic pain, using a comprehensive neuropsychological test battery combined with behaviour ratings of EF. It offers several novel and pertinent findings, and demonstrates EF differences in youth with chronic pain. It also raises potential implications for the evaluation of EF in youth with chronic pain, lending evidence to the use of both performance-based measures and behaviour ratings when evaluating, remediating, and accommodating EF. This dissertation highlights the need for multidisciplinary healthcare and education teams to achieve collaborative and integrated services within individualized pain management for youth.
- ItemOpen AccessExploring School Psychology Graduate Training in the Mathematics Domain: A Content Analysis of Course Syllabi(2022-01) Bergstrom, Nikki; Drefs, Michelle; Friesen, Sharon; Schroeder, Meadow; Drefs, MichelleMathematics learning disabilities are common, complex, and often co-occur with other disabilities in learning and mental health. Although a critical role of school psychologists is to support students’ academic learning and achievement in this area, what remains unclear is the specific mathematics training required of and provided to school psychologists which enable them to provide such support. To address this issue, a qualitative content analysis of syllabi was undertaken to explore the math training content embedded within school psychology graduate courses. A total of 64 syllabi across 32 programs were analyzed, reflecting course content from roughly one-tenth of the National Association of School Psychologists approved program population in the United States, and half of the Canadian (English-speaking) school psychology program population. Results revealed that school psychology training within the mathematics domain relates to school psychologists’ roles and involvement in both assessing and intervening in the math difficulties experienced by school-aged children. More specifically, 107 math topics were identified, which grouped into four training categories and 13 subcategories. Math training was most commonly delivered through assignments; however, over half of syllabi (59.37%) addressed math training in a comprehensive manner (i.e., across assignments, readings, and lectures). Several training gaps were identified with more minimal attention given to tiered systems frameworks, cognition, and consultation. Additionally, it was found that instructors commonly allow students to choose the academic subject focus of their assignments (identified in 74% of syllabi). The high emphasis given to student choice assignments provides a cautionary note to the training field as it has the potential to promote variability in mathematics training exposure. As the first study to-date to explore the mathematics training embedded within school psychology coursework, this research helps to shed light on the current status of math training in the field by identifying the topics addressed, how training is addressed and delivered, and the relative quantity of training across courses. Results of this study are of utility to both training and practice as they point to the math knowledge and skills school psychologists are likely and less likely to possess upon career entry.
- ItemOpen AccessEyes Up, Down, All Around: Mind Wandering and Reading in Adolescents with ADHD(2016) Gray, Christina Maria; Climie, Emma; Lenters, Kimberly; Schroeder, MeadowThe current study explored the relationships between reading skills and self-reported mind wandering tendencies in adolescents between 13 to 17 years of age with Attention-Deficit/Hyperactivity Disorder (ADHD; n = 14) in comparison to a control group (n = 19). Each adolescent participant completed reading-based tasks, a measure of attention, and self-report measures addressing mind wandering tendencies. Results indicated statistically significant differences in mind wandering tendencies on the Mind Wandering Questionnaire (MWQ) between adolescents with ADHD compared to controls. No statistically significant analyses were yielded between the self-report mind wandering measures and the measure of attention, or between the self-report mind wandering measures and measures of reading skills between groups. These results suggest that additional research investigating the relationships between mind wandering tendencies and reading skills is necessary in order to gain a comprehensive understanding of both constructs in ADHD populations.
- ItemOpen AccessFeasibility of a Virtual Mindfulness Based Intervention, for youth diagnosed with a Neurodevelopmental Disability, during the COVID-19 Pandemic(2023-01-09) O'Brien, Heidi; McMorris, Carly; Graham, Susan; Schroeder, MeadowBackground: It is well established that youth with neurodevelopmental disabilities (NDDs) experience high rates of mental health concerns (e.g., anxiety, depression, and stress), which have worsened throughout the pandemic. However, appropriate, and accessible treatments for mental health concerns for youth with disabilities are limited. Many health providers report not being adequately trained or specialized to meet the mental health needs of individuals with NDDs. Mindfulness-based interventions (MBI), offered both in person and virtually, are a promising treatment approach for youth and adults in the general population and have effectively improved symptoms of depression, anxiety, and stress. Both caregivers and autistic individuals (i.e., adults & youth) have benefited from MBI and report improvements in well-being and mindfulness skills. MBIs offered virtually have also effectively addressed mental health concerns and are feasible with autistic adults. Despite the effectiveness of MBIs in autistic adults and caregivers, it is unknown whether MBI delivered virtually, is effective in reducing the mental health concerns of neurodiverse youth. The present study addressed this gap and determined the feasibility of a virtual adapted-MBI during the COVID-19 pandemic for youth with NDDs. Methods: Twenty-three neurodiverse youth (M = 12.72, SD = 1.34) and one of their parents participated in a six-week adapted virtual adapted-MBI. Youth and their parents attended weekly group sessions and were asked to complete questionnaires at three time points (i.e., baseline, post-intervention, and 3-month follow-up). Both parent and child completed a measure of youth mental health (Strengths and Difficulties Questionnaire; [SDQ]), and the youth also completed a self-report measure of mindfulness skills (Child and Adolescent Mindfulness Measure; [CAMM]). All participants were asked to complete a semi-structured interview three months post-intervention, where they were asked questions related to their satisfaction with the intervention. Feasibility was assessed using five areas of focus: demand, implementation, efficacy, practicality, and acceptability. Paired sample t-tests and reliable change indices were used to determine the efficacy of the intervention in the immediate improvement of mental health concerns. Thematic analysis was used to identify significant themes from the participant interviews. Finally, repeated measure ANOVAs and reliable change indices were calculated to determine the long-term (3-month follow- up) impacts of MBI. Results: Overall, the virtual adapted-MBI was in demand, successfully implemented, and generally accepted. Unexpectedly, paired sample t-tests showed no significant changes in youth mental health or mindfulness skills post-intervention (i.e., all p’s <.05). The reliable change index showed clinically meaningful differences from baseline to post-intervention and baseline to follow-up time points with some youth showing improvements on mental health and mindfulness. Two main themes emerged: 1) Finding Purpose in Mindfulness, and 2) What Works for One may not Work for All. Mindfulness was perceived as a practical skill that improved youth’s ability to cope with stress and build self-awareness. The MBI seemed to work for some, but not all. There were perceived challenges with attention and focus with the virtual format. Many participants recommended more interactive and fun activities to increase participation and engagement. Conclusions: Virtual MBI is a feasible intervention that can be used to help reduce mental health symptoms for some neurodiverse youth. Although there was no significant group mean differences after the six-week intervention, the reliable change index shows immediate and long-term differences for a small number of participants at the individual level. The qualitative analysis further describes areas of strengths and weaknesses of the intervention and suggests that mindfulness might be a good tool for some but not all youth with an NDD. Further work in MBI is needed to determine age-specific adaptations. who is best suited for it, and how it can be applied within a multidisciplinary approach to improve mental health in NDDs.
- ItemOpen AccessFinding the Strength: A Case Study of School District Leadership of Mental Health Promotion in One School District in British Columbia(2022-08-15) Turner, Jennifer Louise; Friesen, Sharon; Schroeder, Meadow; Alonso Yanez, GabrielaMental illness is a public health emergency threatening our national youth's social, physical, and economic vitality (OECD, 2019). Despite K–12 public schools being an ideal setting to address mental health promotion and early intervention, literature indicates that system-level adoption and delivery of evidence-based practices across school settings are filled with challenges. This single-site case study explored the relationships and interdependencies that exist between district and school-based leaders in implementing mental health promotion and early intervention practices in one public school system in British Columbia. Social network analysis was used to identify the relationships and interdependencies that exist. Qualitative network analysis was used to create a rich description of the leadership practices within this system. Eleven findings were identified that are categorized into three key findings: 1) the school district was an interconnected, networked school district, 2) the leadership focused on student strengths and proactively engaged in intervention, and 3) the leaders across the district actioned social justice. The findings indicate that a school district and school leaders that develop strong internal connections across their leadership team also intentionally cultivate strong connections with community-based mental health services and support programs. Despite the strong interconnected, networked relationships, this study also found school-based leaders were reliant on specific leadership roles within the system, including the Assistant Superintendent, the Director of Instruction, the District Principal, and school-based counselors in their leadership of mental health promotion. Implications of these findings and recommendations for practice are included in this study.
- ItemOpen AccessFostering Student Success in Online Courses(Taylor Institute for Teaching and Learning, 2023) Aparicio-Ting, Fabiola; Arcellana-Panlilio, Mayi; Bensler, Heather; Brown, Barbara; Clancy, Tracey; Dyjur, Patti; Radford, Scott; Redwood, Chene; Roberts, Verena; Sabbaghan, Soroush; Schroeder, Meadow; Summers, Mindi; Tézli, Annette; Wilks, Leighton; Wright, AlysiaThe pandemic had a disruptive impact on teaching and learning in higher education. For many, the transition to online learning presented enormous challenges, individually and collectively. Many of us sought immediate strategies to support student learning and success in an online context. We experienced many successes and failures along the way. This Guide provides an inspiring collection of scholarly reflections and approaches to supporting meaningful course learning opportunities for students and postsecondary educators, in online environments. The guide contains nine chapters contributed by members of the Teaching Academy from across disciplines involved in undergraduate and/or graduate instruction, writing solo or with collaborators, to highlight an aspect of their teaching that leverages the online environment to enhance student learning. Each of these chapters offers sage, pragmatic descriptions of course contexts, design considerations, and implementation, for online assessments (Chapter 1, 4), for innovative learning activities (Chapter 2, 6), for flexible course design (Chapter 5, 7), for engaging large classes (Chapter 8), for facilitating group work (Chapter 9), and for intentionally addressing the need for students to flourish (Chapter 3). Importantly, for the reader, each chapter shares the wisdom of practice of the author/s, discussing implications of use and giving concrete recommendations for those who are thinking of applying similar strategies.
- ItemOpen AccessGender differences in preschoolers’ understanding of the concept of life(SAGE : Journal of Early Childhood Research, 2010-01) Schroeder, Meadow; Graham, Susan; McKeough, Anne M.; Stock, Hayli R.; Palmer, JaimeThis study investigated gender differences in North American preschoolers’ biological reasoning about the concept of ‘life’. Four-year-olds (M = 4.6, SD = 3.3 months) and five-year-olds (M = 5.6, SD = 3.8 months) were asked about the function of 13 body parts, organs, and bodily processes. Results indicated that the likelihood of mentioning the importance of body parts, organs, and bodily processes for maintaining life or preventing death was predicted by age. A concept of life was more likely to occur in boys rather than girls. Although boys had a greater understanding of life they did not outperform girls in their responses to organ/ body part function. The results demonstrate that gender differences in biological reasoning emerge during the preschool years. Implications for early science education are discussed.
- ItemOpen AccessIs the Presence of a Specific Learning Disability Related to Working Memory or Social Skills Deficits?(2017) Witzke, Justin; Wilcox, Gabrielle; Schroeder, Meadow; Nordstokke, David; Drefs, Michelle; Friesen, SharonAs prolific as research on learning disabilities is, there is still a dearth of research examining relationships between learning disabilities and other factors such as working memory and social skills. These relationships are important to study in order to better understand the wide range of impacts disabilities may have. The present study investigated archival data from a training clinic at the University of Calgary to determine if there is a relationship between a diagnosis of a Specific Learning Disability, working memory deficits, and social skills deficits. There were 57 client files which met criteria and were included in the study. A t-test and binary logistic regression test were used to analyze the data. Results indicated that working memory and social skill scores did not appear to have a relationship with specific learning disability diagnosis. Implications for future studies and the null results of this study are further explored.
- ItemOpen AccessNavigating the Transition to Postsecondary Studies: Exploring the Relationships Between Perceived Stress, Coping Styles and Academic Self-Efficacy(2021-09) Matyjanka, Ocean; Schroeder, Meadow; Climie, Emma; Jacobsen, MicheleThe transition to postsecondary studies is a time of newfound independence and responsibility for students. This period of self-discovery and personal growth can also be challenging; some students experience increased stress due to financial constraints, forming new social relationships, moving away from home and increased pressure to perform well academically. Because recent studies have found that postsecondary students are experiencing heightened levels of stress, the aim of the current study was to identify interpersonal factors that could attenuate student stress during the transition to postsecondary studies. It investigated the relationships between perceived stress, coping styles and academic self-efficacy. Additionally, gender differences were explored across the study variables. A sample of 324 students in their first year of university completed measures of perceived stress, coping, and academic self-efficacy. A multiple regression found that coping styles (task-, emotion-, and avoidance-oriented coping) and academic self-efficacy were significant predictors of first-year postsecondary students perceived stress, accounting for 47% of the variance in the model. Specifically, students high in academic self-efficacy, who utilized task- or avoidance-oriented coping experienced decreased stress. Conversely, students who utilized emotion-oriented coping experienced increased stress. Although, there were gender differences in students self-reporting across the measures, these differences were not statistically significant. As a result, gender did not influence the relationships between students’ perceived stress, coping styles and academic self-efficacy. Taken altogether, these findings suggest that building academic self-efficacy is an important resource for students as it leads to decreased perceived stress, and that both task- and avoidance-oriented coping can be effective coping styles in certain situations for managing stress.
- ItemOpen AccessPositioning graduate students for success with an online academic integrity tutorial(2019-06-04) Lock, Jennifer V.; Schroeder, Meadow; Eaton, Sarah ElaineAcademic integrity is a major issue in higher education. Supports are available to on-campus students to build their understanding of integrity, yet fewer supports are available for online students. In this presentation, we share our story of the development and implementation of our online academic integrity tutorial.
- ItemOpen AccessSelf-Compassion’s Protective Role on Well-Being During the Transition to Post-Secondary(2021-08) Albrecht, Kelly-Ann; Schroeder, Meadow; Andrews, John (Jac); McCrimmon, AdamMore individuals than ever before are enrolling in post-secondary to further their education. Unfortunately, many post-secondary students report elevated stress levels and decreased well-being due to the sudden increase in demands in a variety of life domains (e.g., academic, financial, and social). Both self-compassion and self-efficacy are suggested buffers against stressful academic situations; however, their potential protective role within the transition to post-secondary remains relatively unexplored. Additionally, self-compassion and self-efficacy hold similar associations with adaptive self-regulated learning processes and may work together to further bolster student well-being. This study surveyed 332 first year undergraduate students with the goal of assessing the relation between self-compassion, self-efficacy, and well-being. A regression analysis found that high ratings of self-compassion and self-efficacy predicted lower levels of perceived stress. Gender differences were present within total self-compassion scores as well as within one of its subscales (i.e., overidentification); however, gender was not found to moderate self- compassion’s relation to well-being. The results suggest that self-compassion and the belief in one’s abilities help to buffer the stress experienced in the first year of post-secondary. Students could be better prepared for the transition to post-secondary by learning adaptive strategies for managing stressful situations and increasing their confidence in their own abilities.