M.Ed. - Educational Psychology

Permanent URI for this collectionhttps://hdl.handle.net/10125/2044

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Supports and challenges for the motivation to learn in college among students with intellectual disabilities
(University of Hawai'i at Manoa, 2025) Imanishi, Masako; Yamauchi, Lois; Educational Psychology
Recent legislation advances have increased opportunities for students with intellectual disabilities to participate in postsecondary education. College is considered a place for academic achievement and an important steppingstone to meaningful employment and the realization of an autonomous adult life. Although motivation plays a central role in supporting students to persist and succeed in postsecondary settings, students with intellectual disabilities are less likely to engage in self-determined behaviors, and limited research has explored what specifically promotes or inhibits their motivation in postsecondary settings. Prior studies have predominantly focused on students with other types of disabilities, leaving the experiences of students with intellectual disabilities underexamined. This qualitative multiple-case study used Self-Determination Theory as a theoretical framework to explore the motivational experiences of three college students with intellectual disabilities enrolled in community colleges. Data sources included reflective journals, semi-structured interviews, and educational artifacts. Within-case and cross-case analyses were conducted to identify patterns supporting or undermining their motivation to engage in college learning. The findings confirmed that motivation was promoted by structured autonomy support, meaningful relationships with faculty and support staff, and identity as a college student. In contrast, motivation was hindered by lack of accessible feedback, feelings of social isolation, and challenges with communication. This study offers implications for secondary transition services and postsecondary institutions by highlighting the importance of providing structured autonomy support and constructive academic feedback in ways that match students’ adaptive skill levels, as well as fostering trusting relationships to promote inclusive and motivating environments for students with intellectual disabilities.
A Case Study of Instructional Conversations for Equitable Participation in an Elementary Classroom
(University of Hawaii at Manoa, 2021) Cappuccin0, MeganAnn; Yamauchi, Lois A.; Educational Psychology
This study analyzed how the use of the Instructional Conversation for Equitable Participation (ICEP) rubric affected teaching practices in a combined kindergarten and first grade virtual classroom and made considerations for ways to improve the rubric for continued use. The rubric was designed to assist teachers and students in participating in collaborative, small group discussions that emphasized students’ identities and experiences and promoted all students’ participation. Though the rubric was under development, it influenced the teacher’s instructional practices and noticings. In particular, using the rubric revealed ways that the teacher could be more culturally responsive to the everyday experiences of her students. Analysis of the video recordings, reflection notes, and transcripts indicated that having a framework to guide reflection and determine next steps in facilitating an ICEP was beneficial. The results brought attention to the importance of discussions with small groups on equitable participation and student voice. Evidence showed that components of the ICEP rubric could also be used to enhance interactions with the whole class. The findings from this study also suggested considerations for the rubric’s content and structure and the influence participating in a professional learning community had on the teacher.
Acculturation and inter-ethnic attitudes
(University of Hawaii at Manoa, 1976) Okumura, Yoko; Educational Psychology (Counseling and Guidance)
The Emergency School Aid Act (ESAA) provided funds for cultural education programs in Hawaii's public schools, with the goal of improving intercultural and interpersonal relations. The ESAA program established cultural studies classes in elementary, inter
Attitudinal differences among ethnic groups in Hawaii
(University of Hawaii at Manoa, 1976) Knezek, Gerald August; Educational Psychology
This study investigates attitudinal differences in ethnic groups under the assumption that such differences are primarily the result of learning. First, through the design and administration of the Student Preference Questionnaire, attitudinal differences
A Multiple Case Study on the Identities of Immigrant College Students in a Filipino Language Club
(University of Hawaii at Manoa, 2019) Benitez, Sigrid S.; Ratliffe, Katherine T.; Educational Psychology
Immigrants make up just less than one-fifth of the State of Hawai‘i’s overall population, with the largest portion of that faction migrating from the Philippines. Filipino immigrants have to incorporate the influence of their new host culture and environment into their identities. This multiple case study of immigrant college students in a Filipino language and culture club explored how eight students developed their multiple identities, with a highlight on their ethnic identity. Nadal’s (2004) Pilipino American Identity Development Model and Bosma and Kunnen’s (2001) Model of Development of Commitment to Identity guided the study. Data were collected through two focus groups and three individual interviews. Responses suggested that the multiple environmental contexts immigrant adolescents interacted with affected how they developed their identities. Analysis led to the main themes: cultural influences, peer relationships, academic experiences and complexity of identities. Results indicated that a persons’ identity adjusts when faced with an unfamiliar context, either by developing a restructured identity or by generating higher commitment for the existing identity. Implications support Bosma and Kunnen’s model of identity development, with a recommendation of creating sharing spaces as motivation for discussing cultural knowledge.
Chuukese and Marshallese Parent Perspectives of Early Childhood Development
(University of Hawaii at Manoa, 2018-05) Timmerman, Victoria C.; Educational Psychology
Recently there has been a significant increase in the number of COFA citizens emigrating to the US. Reasons for emigration include seeking employment and education opportunities, and improved healthcare. To advocate for early childhood health and well-being while optimizing cultural sensitivity, it is important to understand parenting perspectives of COFA citizens. Twenty adults (13 women, 7 men) from Chuuk and the Marshall Islands participated in five focus groups to discuss how parents care for and raise children between birth and five years old. Strategies emphasized by participants were maintaining nutrition, using local medicines, and observing children’s growth. Implications include how healthcare providers who work with Chuukese and Marshallese parents can link conversations about development with nutrition, and that these findings can help inform healthcare providers about local medicine practices. Additionally, educators can use these findings to further their understanding of the cultures and family backgrounds of Chuukese and Marshallese students.
Elements that Contribute to a Conducive Environment for Coming Out as LGBTQ+ and the Relationships Among Them
(University of Hawaii at Manoa, 2018-05) Lewis, Torie E.; Educational Psychology
As identifying as LGBTQ+ becomes less stigmatized, there is an increased need for support to these individuals as they are developing their identity. To support these individuals at home and in the community, it is important to understand what types of supports are most beneficial. Thirty-five adults participated in a 35-item survey that asked them to report their perceptions about the time they were growing up, specifically about the level of parental support they received, and their parental figures’ values and beliefs and political views. The survey also asked about the geographic location in which they grew up. The purpose of this study is to explain the relationship among these variables and how they explain the variance in the age that members of the LGBTQ+ community decide to come out. The results suggested that individuals in the Southeastern region of the United States indicated their parental figures promoted particular values and beliefs less strongly than parental figures in the Northeastern and Western regions of the United States, and practiced religion more often. Parental support was found to be lowest in the Western region of the United States. The results of this study can be used by family therapists and counselors, schools, and communities to better support individuals belonging to the LGBTQ+ community.
The Motivation and Decision-Making Process of Elementary Education Majors in Hawaii
(University of Hawaii at Manoa, 2018-05) Kim, Maika'i K.; Educational Psychology
Choice of a college major is an important decision that college students make because it guides their personal, academic, and career goals. Although there is research on what motivates students to pursue a major in general, there is a lack of in-depth literature on motivation for specific majors. Because of the need for more teachers in Hawaiʻi, this study focused on what motivated students to major in elementary education. This qualitative study used a grounded theory approach to study the motivation and decision-making process of first year elementary education majors at the University of Hawaiʻi at Mānoa. Twelve students were interviewed. A theoretical model was developed that describes how early student experiences, interactions with others, and engagement activities shaped students’ understandings of the teaching profession, and led to their decision to major in elementary education. Nine students initially majored in another subject, but switched to education for reasons such as having experiences in their original field that did not match with their interests or they struggled academically. Before committing to the major, students reflected on how well it fit them and the challenges they were willing to overcome, such as the desire to improve classroom management skills. Students reflected on how their experiences in the program had met their expectations and validated their choice of major.
The Long-Term Influences of a High School Hawaiian Studies Program on Graduates
(University of Hawaii at Manoa, 2018-05) Goto, Kawehionalani K.; Educational Psychology
Scholars have recognized the importance of culturally relevant education in cultivating student success and academic achievement. However, little is known about how Hawaiian culturally relevant education influences graduates’ academic, personal, and career goals throughout adulthood. This qualitative study examined graduates’ perspectives of a Hawaiian culturally relevant program at Waiʻanae High School. Individual interviews and surveys were conducted with six graduates in adulthood. A longitudinal perspective was examined using interviews from two previous studies of the same graduates. Two theoretical frameworks were used in the study: The Positive Youth Development model, that was found to be connected but not representative of the graduates’ experiences in adulthood, and the Bridging Multiple Worlds theory, that highlighted the multidimensional nature of academic pathways through adulthood and into career. The study examined graduates’ experiences using grounded theory methods. A key finding was that in adulthood, graduates reflected upon the value of their relationships in their educations and their influences across time.
How a Preschoool Implements and Sustains CREDE Practices
(University of Hawaii at Manoa, 2017-08) Char, Stephanie M. S. L.; Educational Psychology
This study focused on how educators at the University of Hawai`i at Mānoa Children’s Center implemented and sustained use of the Center for Research on Education, Diversity, and Excellence (CREDE) Standards for Effective Pedagogy. The model focuses on the social and cultural aspects of learning and originally was developed for older learners. Ten years prior to the current study, educators at the preschool were involved in adapting the Standards for early childhood education. Using qualitative interviews with teachers and observations of the classroom settings, I wanted to understand how the educators learn about, implement, and sustain their use of the Standards. I found that the student-centered aspect of the school, the curriculum they use, and the community surrounding it are important components to understanding the Children’s Center. I also found that the CREDE Standards provides the educators with labels for what they are doing, and although the newer staff may not be familiar with those specific labels, they still incorporate CREDE into their teaching because CREDE is so integrated into the Children’s Center. Support from others within the Children’s Center and formal professional developments are what allows the staff to sustain the use of the CREDE Standards in practice.
Investigating Item Bias on the PISA 2009 Reading Assessment: A Case of Macau with Chinese and English Versions.
(University of Hawaii at Manoa, 2017-05) Lau, Sok-Han; Educational Psychology
In recent years, there has been significant increase of regions and countries participating in international large-scale assessments, and this increase is largely due to the extensive information and analysis of the results that are available to the schools, parents, researchers, and educators. Nonetheless, it is questionable whether the results of these international large-scale assessments are reliable, valid, and comparable for different countries. Since most school authorities and educators are interested in using the results of these assessments to enhance the existing school curriculum, educational policy, and program development, the fairness of the assessments and equivalency need to be examined carefully. In this study, a selected sample of the Macau dataset obtained from the Programme for International Student Assessment (PISA) 2009 reading literacy assessment were analyzed to detect potentially biased items using the Mantel-Haenzsel (MH) and item response theory (IRT) methods. Findings indicated that both of the methods commonly identified 5 items that were not working equally across the groups. Limitations and implications were discussed.
Ell Students' Success in Hawai‘i: Identifying Factors Related to Undergraduate Degree Attainment
(University of Hawaii at Manoa, 2016-12) Wu, Winnie
In the United States, English Language Learner (ELL) students, defined as having limited English proficiency, are required to take remedial education during their college years. The current research studied the factors that affect ELL students’ post-secondary graduation success rates in the State of Hawai‘i. Graduation success was measured in terms of completing the requirements within three years or six years for an associate or bachelor’s degree, respectively. This study covered students’ last two years of high school and primarily their first year of college. Three logistic regression models were developed with variables included from high school and college in order to predict students’ readiness for college study and graduation success rates. Results indicated that HSA test scores, number of years enrolled in AP classes, credits earned beyond 25 credits, first English course enrolled in during freshman year, and whether or not a student received Pell grant support were statistically significant predictors. The findings primarily reflected the importance of English proficiency and Pell grant support in students’ graduation success. Moreover, the effect of ELL status on students’ graduation success rates was not the same at different levels of students’ socioeconomic background. These findings are discussed in terms of their theoretical and practical importance.
Comparing Mediated Effects of Motivational Beliefs in Learning Science of Adolescents in America and Singapore: A Structural Equation Modeling Approach
(University of Hawaii at Manoa, 2016-12) Qi, SuWei
American adolescents have been criticized to lack competency in science, technology, engineering, and mathematics compared to Asian countries, causing grave concerns in the country. To gain insights from psychological perspective in education, the present study examined the mediated effects of American adolescents’ motivational beliefs on science career aspiration as compared to their peers in Singapore. A structural equation modeling analysis was conducted for both countries using TIMSS data in 2011 to investigate the relationships among several key psychological constructs in learning science such as science self-efficacy, science self-concept, instrumental motivation and career aspirations. Findings revealed that (1) American adolescents’ science self-efficacy significantly predicted their career aspirations in science while Singaporean eighth graders’ science self-concept was a significant predictor for career aspirations; (2) adolescents’ instrumental motivation was more influenced by science self- efficacy rather than by science self-concept in two nations; (3) instrumental motivation positively mediated the relationships between science self-efficacy and career aspirations. Specifically, with introduction of instrumental motivation, American students’ science self-efficacy had both direct and indirect effects on career aspirations whereas Singaporean students’ science self-efficacy had only indirect effects on the outcome. Implications based on findings were discussed.
The Role of Undergraduate Research Programs in Influencing Aspirations to Pursue Graduate Education and Faculty Careers Among Underrepresented Students
(University of Hawaii at Manoa, 2016-05) Zorec, Klavdija
The Collaborative Residency Project: The Influence of Co-Teaching on Professional Development in Arts Integration
(University of Hawaii at Manoa, 2016-05) Schlaack, Nicole
This qualitative case study examined teachers’ professional growth in integrating the arts in an attempt to extend our knowledge about influencing factors from a collaborative work relationship with a teaching artist. Teacher and student interviews, as well as instructional observations explore teachers’ perspectives on integrating the arts in their science curriculum. Consistent with the literature, participants in this study supported the educational advantages of teaching through the arts to help students acquire, deepen and construct understanding. The results highlight the interdependence of teachers’ personal beliefs, behaviors, and the environment they teach in, as well as effects on teachers’ professional development, and the need for better institutional support to provide teachers a ground on which they can continue their endeavors. (119)
What Do Students Think Makes a Great Teacher in Hawai‘i?
(University of Hawaii at Manoa, 2016-05) Brislin, Mark
Many different ethnic groups living on a small Island has created a culture in Hawai‘i that is unique in the world. Teachers play an important role in helping to shape the future, and while many studies have looked at the qualities of an effective teacher, very few studies have explored what it means to be a great teacher in Hawai‘i. In this study the researcher attempted to answer the research question “What do students think makes a great teacher in Hawai‘i?” by interviewing sixteen students (seven individual interviews and a nine-person focus group interview). Five themes emerged as a result of the interviews: understanding the Hawai‘i culture, teaching the content, classroom management, building relationships, and overcoming challenges. The study concludes by offering recommendations to the Hawai‘i Department of Education, teacher preparation programs, and teachers.
A Psychosocial Look into Types of Bullying Victimization
(University of Hawaii at Manoa, 2015-12) Tamayose, James
Bullying affects many adolescents in America. Although widely recognized as a problem, research has been complicated by bullying’s many definitions and types. Further, findings have been mixed across types, gender, and social contexts. Although an interpersonal problem, bullying shares a compelling relationship with individuals’ sense of belonging, perceived safety, and sense of self-worth. In this study, I analyzed a sample of 8,048 eight graders (4,134 females and 3,915 males) from 501 schools who participated in the 2011 Trends in Mathematics and Science Study (TIMSS). I applied latent class analysis (LCA) to identify typologies associated with physical, verbal, and relational bullying. Although I did not find these specific types of bullying, for my three-class model, gender and sense of belonging were significant predictors of latent class membership. I discuss the effect of statistical remedies such as modeling direct relationships between predictors and indicators in the study of bullying and offer recommendations.
Building a Bridge between Schools and Families: Teachers' Perspectives of Family Engagement in Low-Income Areas on O'ahu
(University of Hawaii at Manoa, 2015-08) Sakai, Kanayo
Educational research has long recognized the importance of family-school partnerships in cultivating success for students. However, little is known about how in-service elementary educators perceive, prepare for, and engage in family engagement practices. Few researchers have addressed effective family engagement practices particularly targeting the specific needs of low-income families. This qualitative study examined teachers’ perspectives of family engagement. Individual interviews and surveys were conducted with 11 ethnically diverse teachers, who taught at public elementary schools serving low-income communities on the island of O‘ahu, Hawai‘i. Grounded theory analysis resulted in six themes: definition and importance of family engagement; teacher roles and beliefs; teacher preparation; considerations for lowincome and diverse immigrant families; school culture; and school resources and funding. Teachers described effective and ineffective strategies and practices that helped and inhibited their work with low-income families.
Contextualized Mathematics Self-Efficacy and Mathematics Self-Concept: A Multilevel Structural Equation Modeling Moderated Mediation Analysis
(University of Hawaii at Manoa, 2015-05) Pages, Remy
Contextualized relationships between mathematics self-efficacy and mathematics self-concept is investigated in their effects on mathematics achievement. Drawing data from Trends in International Mathematics and Science Study 2011 (TIMSS) administered to eighth graders in the United-States, multilevel structural equation modeling (MSEM) moderated mediations are implemented; indirect and contextual effects are evaluated, as well as their effect size. School level moderation qualifies the mediations, thanks to a school-SES composite. In order to do so, several reliability indices (α, ω, H) are compared and adjusted to the clustered nature of the data while non-linear principal component analysis (NLPCA) is conducted to obtain predictors’ factor scores. The Johnson-Neyman technique allows for insightful visualizations of the proposed moderation. Main results put forward an original perspective on the big-fish-little-pond effect where it is shown that a larger pond might not be so bad after all.
Effective Practices in Clicker Assessment and Feedback Devise Implementation
(University of Hawaii at Manoa, 2015-05) Mosier, Sean
In a small computer science lab, the distraction of the Internet can interfere with student engagement. I examined if clicker devices, which have shown some success in large lecture classes, can be similarly applied to a small lab. In addition, I used descriptive analysis to describe how teaching assistants used clickers, and what student preferences were for clicker use. I found that student attendance rates improved, and they reported attending class, learning more, and being more engaged due to clicker use. Teaching assistants were identified as having used the devices to review skills, review application documentation, encourage classroom discussion, and to guide their own teaching. While this study has a narrow focus, this information can be used to develop a set of “best practices” in using clickers in a small lab setting, and adds to the literature by providing data about clicker usage in a small lab in higher education.

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