DOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?

Simple item page
dc.contributor.advisorWalcott, Christy M.en_US
dc.contributor.authorWesterhof, Julieen_US
dc.contributor.departmentPsychology: School Psychologyen_US
dc.date.accessioned2015-06-04T19:54:05Z
dc.date.available2016-06-14T19:26:14Z
dc.date.issued2015en_US
dc.description.abstractSelf-efficacy has been shown to influence academic achievement and therefore is an important quality for students with disabilities to possess as this population tends to have lower academic self-efficacy than non-disabled peers. The research examines how the use of a smart pen impacts a student's experience of mastery with note taking and influences the academic self-efficacy of students with disabilities, and how students perceive the utility of the smart pen. This pilot investigation uses mixed methodology with quantitative and qualitative analyses. Participants include 22 university students registered with Disability Support Services with a primary disability of Attention Deficit Hyperactivity Disorder or a Learning Disorder. Self-efficacy is measured with the Self-Efficacy for Learning Form-A (SELF-A) in a pre and post-survey. Participants' mean ratings of self-efficacy for learning were significantly greater at post-survey after using a smart pen than at pre-survey. Participants rated their perception of mastery experiences with note taking, the hypothesized mechanism of change, three times throughout the study and the majority of note-taking sessions were rated as mastery experiences. Qualitative questions were used to assess participants' satisfaction using a smart pen in a university setting. Participants' satisfaction with using a smart pen was mixed, providing both positive and negative features. Participants' were split on whether using a smart pen may have improved their academic outcomes and whether or not they planned to purchase or use a smart pen in the future. Many college and university disability offices use and encourage use of smart pens as accommodations without research supporting the effectiveness of smart pens. The study can be used as a basis for developing experimental research with smart pens and the disability population to address the limitations of this research. The results can be used by students and university personnel in making a more informed decision about using or encouraging smart pens for their student populations.  en_US
dc.description.degreeM.A.en_US
dc.format.extent72 p.en_US
dc.format.mediumdissertations, academicen_US
dc.identifier.urihttp://hdl.handle.net/10342/4911
dc.language.isoen_US
dc.publisherEast Carolina Universityen_US
dc.subjectPsychologyen_US
dc.subjectHigher educationen_US
dc.subjectDisabilitiesen_US
dc.subjectSelf-efficacy for learningen_US
dc.subjectSmartpenen_US
dc.subjectUniversitiesen_US
dc.subject.lcshSelf-help devices for people with disabilities
dc.subject.lcshSelf-efficacy
dc.subject.lcshAcademic achievement
dc.subject.lcshCollege students with disabilities
dc.titleDOES USE OF LIVESCRIBE SMART PEN RELATE TO INCREASED SELF-EFFICACY FOR LEARNING IN COLLEGE STUDENTS WITH DISABILITIES?en_US
dc.typeMaster's Thesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Westerhof_ecu_0600O_11401.pdf
Size:
797.05 KB
Format:
Adobe Portable Document Format
Download

Collections

Psychology
Master's Theses