From Left: Megan Sanders, Narmada Paul, Leah Morgan and Amanda Baker presented at the 2014 Student Research Forum. Copyright 2014 – The Ohio State University. All Rights Reserved.
Amanda Baker
Educational Studies, Educational Psychology and Philosophy
Dr. Lynley Anderman, Advisor
Title: Investigating the Links between Expectancies, Values, and Achievement in Higher Education
Abstract: This study investigates the links between students’ expectancy for success, value for higher education, and achievement. Analyses suggest that expectancy is directly linked to achievement, while the relationship between values and achievement may be more nuanced. Contact: baker.1151@osu.edu
Leah D. Morgan
Educational Studies, Educational Psychology and Philosophy
Dr. Chris Wolters, Advisor
Title: The Impact of a Summer Bridge Program on Non-Traditional Student Development
Abstract: This study took a qualitative approach to discover how past non-traditional students felt they had developed, both academically and personally, during enrollment in a postsecondary summer bridge program (SBP). Results showed that students reported growing personally and affectively more than academically, and attributed the majority of this growth to their instructors rather than the curriculum. Contact: morgan.1179@osu.edu
Narmada Paul
Educational Studies, Educational Psychology and Philosophy
Dr. Michael Glassman, Advisor
Title: Relationship Between Reactive/Generative Self-Efficacy and Internet Anxiety: A Concern for Educators in the Internet Age?
Abstract: The relationship between the belief in undergraduate students that they can think actively about online information, react to this information, and participate meaningfully in knowledge creation within educational environments and Internet anxiety or the apprehension experienced at the prospect of using the Internet for learning has been investigated. Contact: paul.828@osu.edu
Megan Sanders
Educational Studies, Educational Psychology and Philosophy
Dr. Bryan Warnick, Advisor
Title: Evaluating Teacher Preparation Programs: An Interdisciplinary Approach
Abstract: To justify decisions about how best to prepare teachers, this presentation connects the philosophical concept of flourishing to empirical evidence for the psychological construct of transformative experience. This approach provides a strong moral justification and a number of empirically effective classroom practices, a rich starting point for reconceptualizing teacher education. Contact: sanders.539@osu.edu