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Fudin in 1993 raises a number of methodological concerns that he believes limit the generalizability of the 1992 results obtained by Hudesman, Page, and Rautianen. We believe that the conclusions presented are appropriate to the... more
Fudin in 1993 raises a number of methodological concerns that he believes limit the generalizability of the 1992 results obtained by Hudesman, Page, and Rautianen. We believe that the conclusions presented are appropriate to the procedures and results.
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Fudin (1993b) raises two methodological concerns that he believes limit the usefulness of the results obtained by Hudesman, Page, and Rautiainen (1992). We have again attempted to address Fudin's concerns. The... more
Fudin (1993b) raises two methodological concerns that he believes limit the usefulness of the results obtained by Hudesman, Page, and Rautiainen (1992). We have again attempted to address Fudin's concerns. The authors believe that the conclusions presented are appropriate to the procedure and results.
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The self-regulated learning (SRL) program model is based on a metacognitive (learning how to learn) approach that has been demonstrated to be highly effective in helping students improve their academic performance, with especially... more
The self-regulated learning (SRL) program model is based on a metacognitive (learning how to learn) approach that has been demonstrated to be highly effective in helping students improve their academic performance, with especially impressive results in mathematics. However, SRL program implementation has been hampered by the demands it makes on math instructors, who need to: 1) gather information on students’ quiz scores, 2) calculate the relationship between this information and data on students’ SRL behaviors, and 3) present the results clearly and in ways that will help students strengthen their mathematical understanding and its relationship to SRL behaviors. To make the procedure more efficient, engaging and effective, we have created a first-of-its-kind computerized version of the SRL quiz-taking program using tablet PCs to summarize the data and present a range of math content and SRL information to students. Our results showed that students found the tablet easy to use and d...
The academic readiness of incoming college students is a major concern. For example, Tritelli (2003) reports that fewer than half of the students who enter college directly from high school complete even a minimally defined college... more
The academic readiness of incoming college students is a major concern. For example, Tritelli (2003) reports that fewer than half of the students who enter college directly from high school complete even a minimally defined college preparatory program, and, as a result, more than half of these entering students are required to take at least one developmental course. This lack of readiness is further reflected in the low level of success in completing the required sequence of developmental courses (Bailey, 2009; Hoyt & Sorenson, 2001 ; Levin & Calcagno, 2008). Consequently, it is not surprising that only 23% of entering community college students earn an associate degree after 6 years (Brock, 2010). A major stumbling block and gatekeeper area has been mathematics; therefore, this study illustrates the implementation and research of the EFAP-SRL model in developmental mathematics.As research on academic underpreparedness becomes more abundant, the situation becomes increasingly grim. ...
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A classroom-based intervention study sought to help struggling learners respond to their academic grades in math as sources of self-regulated learning (SRL) rather than as indices of personal limitation. Technical college students (N =... more
A classroom-based intervention study sought to help struggling learners respond to their academic grades in math as sources of self-regulated learning (SRL) rather than as indices of personal limitation. Technical college students (N = 496) in developmental (remedial) math or introductory college-level math courses were randomly assigned to receive SRL instruction or conventional instruction (control) in their respective courses. SRL instruction was hypothesized to improve students’ math achievement by showing them how to self-reflect (i.e., self-assess and adapt to academic quiz outcomes) more effectively. The results indicated that students receiving self-reflection training outperformed students in the control group on instructor-developed examinations and were better calibrated in their task-specific self-efficacy beliefs before solving problems and in their selfevaluative judgments after solving problems. Self-reflection training also increased students’ passrate on a national ...
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This Student Parent Assistance Pilot Program engaged family members to support their students in adapting to the academic challenges of entering college. Materials were constructed so that family members did not have to be knowledgeable... more
This Student Parent Assistance Pilot Program engaged family members to support their students in adapting to the academic challenges of entering college. Materials were constructed so that family members did not have to be knowledgeable in the course content in order to assist their students. Outcomes indicated that participating students and their family members had a more positive view of the program than did a non-participating comparison student group. A student vignette is used to illustrate the students’ positive view of the program.
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Fudin in 1993 raises a number of methodological concerns that he believes limit the generalizability of the 1992 results obtained by Hudesman, Page, and Rautianen. We believe that the conclusions presented are appropriate to the... more
Fudin in 1993 raises a number of methodological concerns that he believes limit the generalizability of the 1992 results obtained by Hudesman, Page, and Rautianen. We believe that the conclusions presented are appropriate to the procedures and results.
Research Interests:
Fudin (1993b) raises two methodological concerns that he believes limit the usefulness of the results obtained by Hudesman, Page, and Rautiainen (1992). We have again attempted to address Fudin's concerns. The authors believe that the... more
Fudin (1993b) raises two methodological concerns that he believes limit the usefulness of the results obtained by Hudesman, Page, and Rautiainen (1992). We have again attempted to address Fudin's concerns. The authors believe that the conclusions presented are appropriate to the procedure and results.
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Five patients who were undergoing surgery were instructed to tense their forehead muscles. On 11 out of 12 trials, the patient's muscle tension was greater during the suggestion period than during the nonsuggestion condition.
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Ninety-seven self-referred students applied for enrollment in a behavior modification program to reduce test anxiety. Those whose free time coincided with the workshop times served as the experimental group (N = 42), while the remainder... more
Ninety-seven self-referred students applied for enrollment in a behavior modification program to reduce test anxiety. Those whose free time coincided with the workshop times served as the experimental group (N = 42), while the remainder served as the control group (N = 55). At the end of the treatment semester, results indicated that students who participated in the program had improved their academic averages more than the control group, as measured by Mann-Whitney U test. After the workshop series, the experimental group reported less debilitating anxiety than the control group, as measured by the Alpert-Haber Test Anxiety Questionnaire. There was no comparable finding for facilitating anxiety. These results support those reported by Hudesman and Wiesner (1979) on a similar sample.
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Administered the Alpert-Haber Achievement Anxiety Test (AAT) to 54 students who expressed interest in participating in a test anxiety desensitization workshop. In addition, 182 students from the general college population were tested.... more
Administered the Alpert-Haber Achievement Anxiety Test (AAT) to 54 students who expressed interest in participating in a test anxiety desensitization workshop. In addition, 182 students from the general college population were tested. Results indicated that both the debilitating and facilitating (AAT) scales were higher for the self-referred volunteer group. These data indicate that these scales are useful in distinguishing self-referred volunteers for behavior modification workshops from a general college population. In addition, the scales of the AAT were correlated with the number of sessions attended by those students who enrolled in the desensitization groups. Results indicated no relationship between attrition and debilitating anxiety. There was a correlation of r = .318 p less than .15 between facilitating anxiety scores and number of sessions attended. It is suggested that facilitating anxiety can function as a measure of S's ego strength in predicting workshop attendance.
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24 students, who participated in a summer session mathematics enrichment program, viewed subliminally presented messages. Prior to each class, the experimental group of 16 viewed a subliminally presented psychoanalytic merging message and... more
24 students, who participated in a summer session mathematics enrichment program, viewed subliminally presented messages. Prior to each class, the experimental group of 16 viewed a subliminally presented psychoanalytic merging message and the control group of 8 viewed a neutral message. After 20 sessions students were retested. Experimental students had higher mathematics scores than controls. These data are compared with results obtained by other investigators.