Browsing by Author "Dr. Bart Craig, Committee Member"

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    Electronic Monitoring Relevance and Justification: Implications for Procedural Justice and Satisfaction
    (2008-03-30) Watson, Aaron Michael; Dr. Bart Craig, Committee Member; Dr. Joan Michael, Committee Co-Chair; Dr. Lori Foster Thompson, Committee Co-Chair
    The current study investigated whether reactions to electronic monitoring and task satisfaction are a function of the task-relatedness of monitoring practices and the presence of justification for monitoring. A sample of 176 undergraduate participants completed a computer-based task correcting electronic retail order forms. Participants were randomly assigned to one of five conditions: task-specfic monitoring with justification, task-specific monitoring without justification, off-task inclusive monitoring with justification, off-task inclusive monitoring without justification, or no monitoring. Task-specific monitoring involved electronic tracking of computer activities directly related to task performance, whereas off-task inclusive monitoring supposedly tracked nontask-related computer activities. Justification entailed providing a rationale or explanation for why monitoring was being implemented. The following dependent variables were assessed: perceived relevance of monitoring, perceived rationale for monitoring, invasion of privacy, procedural justice, and task satisfaction. Results indicated task-relatedness of monitoring and justification had an effect such that monitoring task-specific behaviors and providing a clear justification for monitoring resulted in relatively favorable attitudinal outcomes. Implications and recommendations for practice are discussed.
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    The Factorial and Concurrent Validity of the Dimensions of Self-Concept Measure (Form H) with a Sample of Graduate and Undergraduate Students across the United States.
    (2010-02-08) Ayers, Ashley Nichole; Dr. Joan J. Michael, Committee Chair; Dr. Samuel B. Pond III, Committee Member; Dr. Bart Craig, Committee Member
    This study seeks to add to the current literature that examines the construct and concurrent validity of the academic self-concept measure, Dimensions of Self-Concept (Form H), for college level students. By utilizing a sample of 429 undergraduate and graduate students from across the United States, this study provides supplemental information previously unavailable through the use of community college populations or small undergraduate populations. This investigation had four purposes: (1) to investigate the construct or factorial validity of the Dimensions of Self-Concept (Form H) for college students, (2) to examine the concurrent validity of the DOSC (Form H) with self-reported cumulative grade point average, 3) to determine if there would be significant gender, racial, age, or academic classification group differences at the college level and (4) to determine if the construct validity of the DOSC (Form H) generalizes across different groups, regardless of age, race, gender or academic classification.