Ph.D. - Educational Psychology

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COURSE FORMAT MATTERS: EFFECTS ON STUDENT RETENTION AND ACADEMIC PERFORMANCE IN TWO-YEAR POSTSECONDARY INSTITUTIONS
(2024) Kim , Hyomi; Yamauchi, Lois; Im, Seongah; Educational Psychology
Perspectives of Kanaka Well-Being: The Stories of Native Hawaiian Doctoral Students
(University of Hawaii at Manoa, 2023) Goto, Kawehionālani; Yamauchi, Lois A.; Educational Psychology
This study examined Kanaka (Native Hawaiian) well-being and focused on two questions: (a) How do Kanaka doctoral students describe their well-being? and (b)What lived experiences contribute to the development of their well-being? Rooted in a multiple case study design, this exploratory qualitative inquiry tells the story of 11 Kanaka doctoral students at the University of Hawaiʻi at Mānoa and their genealogy of well-being. Well-being is explored through hula as a research approach. This approach is informed by a combination of Kanaka ʻŌiwi Critical Race Theory with aspects of embodied cognition theories. It also draws upon hula as an art form in the research design. The author’s hula genealogy framed what she heard, smelled, tasted, touched, and felt and informed how she heard, understood, and re-told the stories of the Kānaka who participated. She developed a (k)new understanding of well-being as pono (balance within the mind, body, and spirit) and mālama (care for the relationships with others and ʻāina, as land and ancestor), to make sense of how contemporary Kanaka well-being was rooted in a practice of care. Kanaka doctoral students experienced and embodied imbalance, and through the process, I discovered pono and mālama routines and activities that maintained their well-being practice. While challenging, the COVID-19 pandemic provided the opportunity for these Kānaka to honor and nurture themselves and their needs in ways that may have had other benefits. Results highlight the potential for prejudice to influence self-stigma and negative attitudes about self-care. Results also suggest the privilege of having a relationship with ʻāina, and the need for cultivating a culture of care through healing Hawaiian communities.
The Power of Culturally Empowering Coursework: A Multigroup Path Analysis Examining Multiethnic Filipino Student Success at the University of Hawaii
(University of Hawaii at Manoa, 2023) Vila, Leighton Kenji; Liu, Min; Ratliffe, Katherine; Educational Psychology
This study utilizes multigroup path analysis to explore the factors that contribute to Filipino student success at the University of Hawaii (UH). Filipinos are the largest non-white and Asian ethnic group in the State of Hawaii, yet Filipinos have been historically underrepresented at UH’s four-year campuses, and overrepresented at the community college campuses. Using UH data, this study analyzes the effect of math, writing, and reading proficiency, culturally empowering curriculum, which is operationally defined as enrollment in Filipino ethnic studies courses or language courses, and demographic covariates on degree attainment and transfer. UH’s current ethnicity reporting policy trumps Filipino multiethnic students into Native Hawaiian, mixed race, and mixed Asian ethnic categories. This study disaggregates multiethnic Filipinos to explore the possibility of group differences across culturally empowering curriculum, math, writing, and reading proficiency, and other covariates. Path analyses reveal that culturally empowering coursework is beneficial for both bachelor and associate degree attainment and transfer to a four-year institution. Community college multigroup path analysis reveals that this effect varies across multiethnic Filipino groups. Results also show that living in a Filipino neighborhood and enrolling in a major with a high concentration of Filipinos is only a significant predictor of degree attainment for Filipino monoethnics, as these covariates have no significant effect on Filipino Hawaiians and multiethnic non-Hawaiian Filipinos. The university multigroup analysis failed to find significant group effects. Implications for multiethnic curriculum and increasing Filipino enrollment at UH are discussed.
Performance on the Boston Naming Test Among College-aged Hawaiʻi and North American Residents: A Multi-method Differential Item Functioning Analysis
(University of Hawaii at Manoa, 2023) Nip, Kendra; Im, Seongah; Educational Psychology
The Boston Naming Test (BNT) is frequently administered to elicit word-finding or confrontational naming difficulties—which are associated with a wide range of neurological disorders affecting both children and adults alike. Despite the BNT’s documented efficacy in distinguishing between disease-related impairments and typical age-related declines, several test items were identified as displaying differential item functioning (DIF) among Caucasian and African Americans living in the United States. The presence of DIF suggests that examinees of equivalent ability do not have the same probability of correctly answering a test question due to construct-irrelevant factors such as culture or geographic location. The present study adopted a multi-method approach to uncover DIF items between examinees based on geographic or regional experiences. The 60-item BNT was administered to a total of 285 college-aged Hawaiʻi and North American residents. DIF items were identified through observed score analysis utilizing the Mantel-Haenszel test, the Breslow-Day test, and an item parameter (Wald test) and model comparison (likelihood ratio test) approach under logistic regression. In addition, DIF was also identified through latent score analysis using item parameter (IRT Wald test) and model comparison (IRT likelihood ratio test) approaches under an item response theory framework. Results from all methods converged on four BNT items (compass, scroll, tripod, and abacus). Uniform DIF was detected on three items (compass, scroll, and abacus) where Hawaiʻi residents possessed a consistent and significant advantage over North American residents. Nonuniform DIF was detected on the test item, tripod, where North American residents were significantly favored until the advantage switched at higher levels of naming ability. These results suggest that at least four items on the BNT functioned differently between college-aged examinees of equal naming ability but differed in cultural and geographic experiences. Thus, clinicians should be aware that those items should be interpreted with caution. The results also suggest further refinement of the BNT, such as replacing identified DIF items, and utilization of the reported item-level psychometric information to select items for future editions. Specific suggestions for test refinement, implications for researchers and clinicians, limitations of this study, and future directions are further discussed.
A Critical Examination of Family Engagement Curricula in Hawai‘i Elementary Teacher Preparation Programs
(University of Hawaii at Manoa, 2022) Timmerman, Victoria Christine; Ratliffe, Katherine T.; Educational Psychology
This study explored how family engagement frameworks, strategies, and concepts were taught in teacher preparation programs in three Hawai‘i higher education institutions. Over 50 years’ worth of education research shows that there are multiple benefits for schools, educators, families, and students when families are engaged in their children’s school; however, teachers new to the field consistently report struggling with knowing how to build relationships with families, particularly those from culturally and linguistically diverse backgrounds. This concern is particularly relevant in Hawai‘i, which is home to many people, cultures, and languages. Marginalized families across the United States often experience barriers to engaging with their children’s schools related to language, teachers’ perceptions about parents’ capacities to contribute to the school, and lack of opportunities to engage with the school. However, research shows that parents care deeply about their children’s education and that all families have the capacity to support their children’s learning. Although there is a gap in teachers’ knowledge about how to engage families in schools, teacher preparation programs are increasingly providing preservice teachers with opportunities to learn about family engagement. Employing the Dual Capacity-Building Framework, this study utilized interviews (virtual and written) and a document analysis to critically examine how faculty at three Hawai‘i institutions integrated family engagement content into their courses for preservice teachers.
The Development And Validity Evidence Of A Nurse Practitioner Self-efficacy Survey
(University of Hawaii at Manoa, 2022) Azama, Katie; Harrison, George M.; Educational Psychology
Nurse practitioners (NPs) are advanced practice nurses with graduate-level training who are addressing the provider shortage by increasing access to quality care. Nurses are at increased risk of burnout which can lead them to leave the profession. Self-efficacy is one’s belief in the capability to exercise control over their own functioning and over events that affect their lives. Studies from a variety of disciplines have found that increased levels of self-efficacy are associated with decreased levels of burnout, and increased satisfaction and retention. Self-efficacy is likely an important concept to understand how NPs can be supported. With a deeper knowledge of the role of self-efficacy in NP work, programs can increase their effectiveness in supporting professional success, which in turn can better serve the needs of the profession. To support Hawai`i’s NP workforce, it is essential to care for the caregivers and provide NPs with the appropriate support. The purpose of this study is to develop and provide validity evidence for an NP self-efficacy survey so that programs have a measuring tool to identify self-efficacy levels in NP core competencies in order to recognize areas in need of enhanced curriculum and support for NP students and the NP workforce. I designed this NP Self-efficacy Survey development project using Kane’s interpretive use argument (IUA) framework and produced validity evidence that backs scoring, generalization, extrapolation, and use inferences. The survey content was guided by the Nursing Organization for Nurse Practitioner Faculties (NONPF, 2017) core competencies. I conducted eight cognitive interviews to examine response-process evidence with new graduate NPs (< 2 years of experience) and experienced NPs (> 2 years of experience). A survey development expert also reviewed the survey and provided recommendations. Next, I distributed the survey to NPs and registered nurses (RNs) using non-probability-based sampling methods. There was a total of 230 NP and 127 RN surveys that I used for the analysis. I attempted to conduct a confirmatory factor analysis (CFA) on a nine-factor model corresponding with the theory but a solution to the model could not be estimated. I then adopted an exploratory perspective and accepted a theoretically plausible alternative to the original scoring structure and developed an eight-factor model, which the CFA model fit, as inferred from the goodness-of-fit indices (CFI = .97, TLI = .96, RMSEA = .05). To further examine model fit, I performed a chi-square difference test comparing the eight-factor model to a one-factor model, which resulted in the eight-factor model holding significantly better fit (chi-square = 267, df = 28, p < .001). Next, I conducted reliability studies to evaluate the revised model’s internal consistency, which resulted in acceptable reliability in seven of the eight scales (α ranged from .67 to .87), with technology and information having lower reliability. Multiple t-tests provided evidence that the instrument can distinguish between NPs and RNs (Hedges’ g ranged from 0.07 to 0.92 across the eight scales), and more- and less-experienced NPs (Hedges’ g ranged from 0.08 to 0.42 across the eight scales), which served as validity evidence for the survey’s extrapolation inference. Using the IUA framework, this survey development study provided provisional validity evidence to support the interpretation and use of the NP Self-efficacy Survey.
Learning Through Dialogic Teaching and Instructional Conversations in Higher Education: A Multiple Case Study
(University of Hawaii at Manoa, 2021) Agawa, Grant Satoshi; Yamauchi, Lois A.; Educational Psychology
Educators have applied the Center for Research on Education, Diversity, and Excellence (CREDE) standards to classrooms of children and youth for over 30 years. However, few studies have focused on applying the strategies in higher education. Therefore, this multiple-case study investigated one of those standards, Instructional Conversations, with adult students. Instructional Conversations are small group discussions between an instructor and students that promote students’ conceptual understandings. Participants included four higher-education instructors and their students, who were studying for associate, undergraduate, and graduate degrees. Instruction took place one year into COVID-19 pandemic and used online formats. Discourse Analysis revealed how ideas were co-constructed, as well as speech acts by four participant instructors with varying understanding and experience in use of Instructional Conversations. Results indicated that instructors who applied Instructional Conversation used specific speech actions in comparison to other instructors who used alternative methods of class instruction. The two instructors with experience in Instructional Conversation assisted students to clarify their thoughts and reframe thinking. Further, they paraphrased student comments, co-created ideas with learners, and created opportunities for students to share their lived experiences.
An examination of the long-term effects of a teacher professional development in inquiry science
(University of Hawaii at Manoa, 2021) Philippoff, Joanna; Ratliffe, Katherine T.; Educational Psychology
Although many studies have looked at changes in teacher knowledge, beliefs, and behavior over the course of professional development programs, long-term follow-up remains rare. In this case study of the long-term effects of a high-quality year-long professional development in inquiry science, we administered the same instruments to the same teachers (N = 23) before and after the professional development and 2.5 years after the professional development ended. We also interviewed the teachers about factors that enhanced or impeded PD implementation. The teachers demonstrated pre- to post-professional development gains on instruments examining inquiry-based teaching knowledge, content knowledge (marine science), and self-efficacy. Although declines were expected due to the lack of follow-up, results varied over instruments. The teachers’ scores dropped significantly on all of the measures that showed a pre- to post-professional development gain, but remained significantly above pre-professional development baseline levels at the long-term follow-up time point. On the pedagogical content knowledge instrument the teachers’ scores grew significantly from the post-professional development to the follow-up time point. Interviews revealed a sustained highly positive response to the professional development with self-reported gains in confidence, inquiry and content knowledge, and modest to substantial changes in teaching practice attributed to the intervention. While explicit use of professional development pedagogy and activities declined over time, aspects of the pedagogical approaches became embedded in teachers’ practices. This case study emphasized the need for long-term support of teachers to sustain change over time and has implications for interpreting the outcomes of professional development.
A Psychometric Investigation Of The Conceptual Structure Of The Revised National Survey Of Student Engagement (NSSE 2.0)
(University of Hawaii at Manoa, 2021) Miranda, Jessica L. W.; Im, Seongah; Educational Psychology
Student engagement plays an important role in student learning and success in elementary through postsecondary education. There has been growing interest in student engagement and its influence on student persistence, retention, and overall success in education over the past several decades. The importance of engagement has led researchers and university administrators to seek out measures of engagement that will provide information for improving undergraduate student success and that provide a means of assessing educational quality. The National Survey of Student Engagement (NSSE) was developed in the hopes of providing valid and reliable information about institutional quality and student engagement, and is administered to hundreds of thousands of freshmen and seniors each year at over 500 institutions. In 2013, the NSSE underwent a major revision; however, the psychometric properties of the revised instrument (i.e., NSSE 2.0) have not been thoroughly investigated and validated for the instrument’s intended uses and score interpretations. This study addressed the dearth of research investigating the psychometric properties and validity evidence of the revised NSSE 2.0, including the validity of the proposed conceptual structure for measuring student engagement. The findings of the current study partially support that the NSSE 2.0 has adequate psychometric quality to make confident decisions utilizing the NSSE engagement indicator scores at the institution level. The Academic Challenge and Learning with Peers themes were deemed adequate psychometrically for their intended use; however, the findings for the Experiences with Faculty theme were inconclusive and the Campus Environment theme was lacking in psychometric quality. At the item level, the majority of the engagement indicator items appeared to be working well based on item parameter estimates and information functions, though there was local dependency among items of the engagement indicators. Both the CFA and IRT results indicated that there was a multidimensional or higher order nature to the NSSE engagement indicators. However, due to mixed results across engagement indicators and themes and issues with goodness of fit of numerous models, the NSSE’s suggested model structure of the construct of student engagement with ten engagement indicators organized into four themes was not fully confirmed.
Understanding the Dynamics of a Professional Development School Bounded by a School Complex in Hawaiʻi
(University of Hawaii at Manoa, 2020) Schlaack, Nicole; Ratliffe, Katherine T.; Educational Psychology
Professional Development Schools promote connections between schools and teacher education programs. These partnerships are thought to benefit teacher candidates, teachers, and teacher educators through promoting positive and collaborative relationships and bridging the efforts of schools and universities. In the school year 2016-2017, seven public schools and a university teacher education institute started the first complex-wide Professional Development School in Hawaiʻi. I explored the development of this partnership though interviews with three groups of stakeholders, observations of meetings and events, and analysis of program documents such as meeting minutes. I used the theoretical framework of Cultural-Historical-Activity-Theory and activity systems analysis to investigate these data and identify expectations, challenges, and successes of the complex-wide Professional Development School. This qualitative single-case study examined how participants interpreted and made meaning of their experiences in this partnership among the teacher education programs and the schools. Findings illuminated necessary procedures as well as supporting organizational structures in the development of the partnership such as building a professional community, creating a learning culture, and forming collaborative leadership structures. This research adds to the literature addressing school improvement and student learning in Hawaiʻi.

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